Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Time:

9:40am Date: 31/01/2017

Students Prior Knowledge:

Learning Area: Humanities and social sciences

Can investigate people, events, places and

issues

Strand/Topic from the Australian Curriculum

History

Sequence information about peoples lives and

events

Examine different viewpoints on actions, events, issues and

phenomena in the past and present
ACHASSI099
Present ideas, findings, viewpoints and conclusions in a
range of texts and modes that incorporate source materials,
digital and non-digital representations and disciplinespecific terms and conventions
ACHASSI105
Locate and collect relevant information and datafrom
primary sources and secondary sources
ACHASSI095

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Examine information to identify different points

of view and distinguish facts from opinion

Able to draw on simple conclusions based on

analysis of information and data
(ACHASSI079)

Express ideas, findings and conclusions that

can be represented in a digital format.

Can screenshot and locate screencaptured

images in the library of an ICT device.

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Analyse a secondary source (video) to reflect on a set of inquiry based questions exploring the experience
of the Chinese migrants from the Gold Rush era (1850s)

Present viewpoints/perspectives using at least one ICT tool eg. book creator/ bubbl.us/ wordcloud


Teachers Prior Preparation/Organisation:

Provision for students at educational risk:

Fully Charged iPads (enough for each student)

The Book Creator app downloaded and readily

close to the teacher when instructions are

working on each iPad

given to increase understanding of the

The link to Chinese Migrant lesson readily available

instructions

for students, the teacher should write this link on

Hearing and vision impaired students to sit

Ensure students with a behaviour problem are

the whiteboard for all students to see if possible

not sitting together or in the same group. This

(http://goldrushpov.weebly.com/lesson-two-the-

will increase teacher supervision over

chinese.html)

behaviour through surveillance by the teacher

Make sure the Internet is working.

and increased attentiveness of the student

Keeping eye contact for those students with

attention difficulties so that they are more
aware to decrease the chances of getting
distracted.

Students who do not have four members in a

group can complete the remaining lesson as a
group.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Motivation and Introduction:

1. The teacher informs the students on the plan for todays lesson

9:40am

Today we will be continuing on with our Gold Rush Webquest. Students who
are due to complete the Chinese Migrant lesson will find this lesson as the

Resources/References
Align these with the
segment where they will
be introduced.
Webquest link


second option underneath the Goldrush Adventures tab.
2. The teacher is to clarify students understanding by questioning
9:42am

todays task
Hands up if you know what you are to be doing today
If the teacher notices that only a few hands are up, the teacher is to ask a
student who raised their hand to clarify with the class the tasks, this will be
done so by asking

9:43am

Who can tell me what we are doing today?

Lesson Steps (Lesson content, structure, strategies & Key Questions):

*This lesson is for students who are due to complete the Chinese Migrant
lesson only, other members of the group will be completing a different
perspective*

9:45am

3. Students log on to their devices

Ipads

4. Students type in the web address for the WebQuest written on the
whiteboard
5. The students (one member from each group of 4) are to complete this
Chinese Migrant experience lesson.
6. Students are to read the goals of the lesson so that they are aware of
what they should achieve by the end of the lesson.

9:50am

7. Students are to create an individual Word Cloud consisting of key

words they feel describes their current understanding of the Chinese

Word Cloud
Book Creator app

Migrants experience of the Gold Rush during 1850s Australia.

8. The following questions should guide students inquiry before
watching the video to analyse the experience of the Chinese Migrants

VEA Video

How and when did the Chinese Migrants come to Australia?

Why did the Chinese migrants leave their country to come Australia?

How were the migrants treated- why were they treated that way?

Has the treatment of the Chinese changed since the Gold Rushprovide and example comparing the treatment during the Gold Rush
to treatment today?

What impact has this treatment had in today's society?

What can you do to make sure everyone is treated with respect and
kindness?

Bubbl.us

Book Creator

9. Students are to then watch the video that is embedded on the

10:00am

website, students are welcome to watch the video more than once to

Strike it Rich game

clarify understanding.
10. Students are to complete a bubbl.us brainstorming their ideas about
10:10am

the Chinese Migrant experience after watching the video to answer

the question

11. After students have brainstormed to the best of their ability, they are
to screenshot their word cloud and bubbl.us brainstorm and import
10:15am

the images into the groups book creator app.

12. Students are then to write a reflection responding to the above
question, using their bubbl.us to help them write up their reflection.

10:20am
13. Students are to then make sure they have submitted their word cloud,


bubbl.us brainstorm and reflection into their groups book.

Lesson Closure:(Review lesson objectives with students)

14. Once students have completed their work in the book creator app and
the tasks listed on the WebQuest, they are then to play the interactive
10:30am

game Strike it rich! in the character of the Chinese Migrant.

Transition: (What needs to happen prior to the next lesson?)
15. iPads are to be returned (if school owned) and placed on charged.
16. Students are to return to their seats and await further teacher
instruction.

10:40am

Assessment: (Were the lesson objectives met? How will these be judged?)
17. The lesson objectives have been met throughout the ICT tools
integrated in each of the Web Quest activities.
18. Students achievement of the outcomes will be assessed according to
the assessment guides of ACHASSI095, ACHASSI099 and
ACHASSI105.