HASS FORWARD PLANNING DOCUMENT

TERM 3 STRAND/S: History CONCEPT/S: Significance

TOPIC: First Contacts
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

LESSON 1: Wonder Wheel

SCSA LINKS INTEGRATION INTO OTHER
LEARNING AREAS
Knowledge and Skills TEACHING AND LEARNING EXPERIENCES RESOURCES
understandings
Stories of the First Q+R: Identify 1. Students come to mat next to the First Fleet display corner that has been set English: Subject
Fleet, including current up for the unit. Discuss what the students think we might be learning about Incorporate new
this term
specific
reasons for the understanding of vocabulary from a
2. Different images, relating to the First Fleet and convict arrivals in Australia, images
journey, who a topic range of sources into
are laminated and put around the room. In groups, students are to
travelled to WAHASS26 brainstorm what they already know about the First Fleet and can use the
students’ own texts
Australia, and Q+R: Develop a images for clues. including vocabulary A3 paper for
their experiences range of focus 3. Students then individually write down questions on a wonder wheel stating encountered in brainstorm
following arrival questions to what they wonder and would like to learn about the First Fleet. research
ACHASSK085 investigate 4. Students come back together as a class and share their prior knowledge ACELA1498
and wonder questions.
Coloured
WAHASS27
Q+R: Locate and 5. Teacher will jot down any commonalities among responses. These words pencils/texters
collect from student’s prior knowledge will be put up on the First Fleet display as a for students to
word wall that will expand over the term. Eg. ‘convict’, ‘journey’, ‘Botany
information from brainstorm
Bay’.
a variety of 6. Students can also display their wonder wheels on the wall.
sources eg. 7. Teacher closes the lesson by introducing the story, “Tom Appleby, Convict Wonder wheel
Photos, maps, Boy” by Jackie French.
books, interviews 8. Class discussion predicting what the story might be about and how it
template
WAHASS28 connects to the topic of the First Fleet.
HASS INTEGRATION 9. Teacher reads a chapter and pause to allow for think alouds and student Word wall
predictions or questions
Geography: The main characteristics cards
(e.g. climate, natural vegetation, LEARNER DIVERSITY
landforms, native animals) of the Group students in mixed ability groups to provoke though among weaker students.
continents of Africa and Europe, and Extension students are to look up the meaning of the subject specific terms found on
the location of their major countries in the word wall and add to their journals.
relation to Australia (ACHASSK087)

LESSON OBJECTIVES
As a result of this lesson, students will
be able to:
 Clearly demonstrate what they
already know and what they
wonder about the First Fleet
 Identify content specific
vocabulary
 Actively contributes in class
word wall
ASSESSMENT
Write anecdotal notes observing
student prior knowledge about subject
specific content.
LESSON 2: Timeline
Knowledge and Skills INTEGRATION INTO OTHER
LEARNING AREAS
understandings TEACHING AND LEARNING EXPERIENCES RESOURCES
Stories of the First Q+R: Record 1. Review previous lesson by going through the word wall. English: Interpret ideas Youtube clip
Fleet, including selected 2. Watch clip explaining First Fleet arrival and information in
reasons for the information  https://www.youtube.com/watch?v=MnUNEkMsjfY spoken texts and listen
Note taking
journey, who and/or data 3. Ask students what they learnt from the clip. for key points in order
travelled to WAHASS29 4. Re watch clip and students must use their note taking sheet to note to carry out tasks and sheet
Australia, and A: Translate down any key facts or information use information to
their experiences collected 5. Students will also be given “The First Fleet – 1” reading text from the share and extend Timeline
following arrival information ‘Australian history Understanding our shared past’ book. ideas and information template
ACHASSK085 and/or data into 6. Read this as a class and students can use this to also interpret ACELY1687
different formats information and make notes about the First Fleet.
eg. Create a 7. Students need to create a timeline with the sequence of events from English: Incorporate
timeline the First Fleet journey. The timelines will begin in England and finish new vocabulary from
WAHASS34 with the settlement in Sydney Cove. a range of sources
8. They must include: into students’ own
HASS INTEGRATION  The route of journey: England, why did they stop in Rio de texts including
Geography: The main characteristics Janeiro and Cape of Good Hope vocabulary
(e.g. climate, natural vegetation,  Length of the journey encountered in
landforms, native animals) of the  Who came and why research
continents of Africa and Europe, and  What happened once they arrived
the location of their major countries in 9. Students then need to write a paragraph below their timeline
relation to Australia (ACHASSK087) providing further detail explaining the First Fleet journey and try to
Lesson Objectives include subject specific vocab from the word wall.
As a result of this lesson, students will LEARNER DIVERSITY
be able to:  Students who need support are able to work in pairs or groups to
 Create a historical timeline discuss the events in the clip and create their timelines together
outlining the journey of the first  Extension students must provide more detail in their timelines and
fleet writing. These students can use the history books from the book
 Identify and record key facts corner to gather more information.
and information about the
journey of the First Fleet
 Students engage in class
discussion and work
cooperatively to create their
timelines
Assessment
Provide students with a checklist of
information that they must include in
their timeline so they are aware of the
teacher’s expectations.
Use assessment checklist to assess
students ability to create a timeline
that meets requirements.
LESSON 3: Ships
Knowledge Skills INTEGRATION INTO OTHER
LEARNING AREAS
and TEACHING AND LEARNING EXPERIENCES RESOURCES
understandings
Stories of the Q+R: Locate and 1. Teacher shows images of the different ships that came in the First English: Use Photos of ships
First Fleet, collect information Fleet to Australia. comprehension
including from a variety of 2. Have a class discussion about the names and what students think the strategies to build Map
reasons for the sources (e.g. different ships were for. Eg. Were they all for convicts? Did they bring literal and inferred
journey, who photographs, maps, food and animals with them? Were some ships more important than meaning to expand Ship templates
travelled to books, interviews, others? Etc. content knowledge,
Australia, and internet) 3. With a map of the world on display, the teacher will invite students to integrating and linking Worksheet
their (WAHASS28) demonstrate the route that the ships took to get to Australia. ideas and analysing with given
experiences 4. Working in pairs, students will be given a ship template, each with the and evaluating websites for
following arrival A: Translate name of one of the 11 ships from the Fleet. texts (ACELY1692) student use
ACHASSK085 collected 5. Students will be given a list of websites and books that they can use
information and/or to gather information on their ship. Incorporate new
data into different 6. Students will have 15 mins to gather information and research on vocabulary from a
formats eg. Create their iPads. range of sources into
a timeline 7. Students will be given 15 mins to write their key information on their students’ own texts
WAHASS34 ship templates and decorate these for the class display. including vocabulary
8. Bring the class back together and students can share information encountered in
Lesson Objectives about their ship and display it on the History wall. research (ACELA1498)
As a result of this lesson, students will
be able to:
 Research, using different
resources, about a First Fleet
Ship
 Identify and record key facts
and information about the
ships of the First Fleet
 Students engage in class
discussion and work
cooperatively in pairs to create
their ship templates
Assessment
Use anecdotal notes to assess students
ability to research, comprehend and
identify key facts whilst working
cooperatively with their peer.
LESSON 4: Convict ID
Knowledge Skills INTEGRATION INTO OTHER
LEARNING AREAS
and TEACHING AND LEARNING EXPERIENCES RESOURCES
understandings
Stories of the Q+R: Locate and 1. Read the case study of John Walker. English Tom Appleby –
First Fleet, collect information  http://www.achistoryunits.edu.au/year-4/learning-sequence- Create literary texts Convict Boy by
including from a variety of 1-4/tabs/y4-first-fleet-ls-2.html that explore students’ Jackie French
reasons for the sources (e.g.  What factors led to his crime of stealing onions? own experiences and
journey, who photographs, maps,  How do you feel about what he did? imagining (ACELT1607)
travelled to books, interviews,  What would happen if he committed this crime today? Diary entries
Australia, and internet) Use comprehension written from a
their (WAHASS28) OR strategies to build convicts point of
experiences 2. Read the “Convicts at work – 1” text to gather and interpret literal and inferred view
following arrival A: Identify different information about convict life. meaning to expand
ACHASSK085 points of 3. Place different convict diary entries around the class in stations. content knowledge,
view/perspectives in 4. In groups, students will have a few minutes at each diary entry to integrating and linking ID convict
information and/or read it and discuss the punishment for the crime. Students must have ideas and analysing template
data (e.g. a turn at reading each diary entry and make dot point notes about and evaluating
distinguish fact from information they learnt about convict life under the following texts (ACELY1692)
opinion, explore headings:
different stories on  Food Incorporate new
the same topic)  Clothing vocabulary from a
 (WAHASS33)  Housing range of sources into
 Work students’ own texts
C+R: Develop texts,  Punishment including vocabulary
including narratives  Crimes encountered in
and biographies, 5. Students return to mat and class discusses if the punishment fit the research (ACELA1498)
that use researched crimes and what were the common crimes among the convicts.
facts, events and 6. Students imagine that they were an English convict and create a
experiences convict ID including: a photo of them, the crime they committed,
(WAHASS38) their reason for committing the crime, punishment given and ship
they were assigned to be on.
LEARNER DIVERSITY
Lesson Objectives  Extension students will write an appeal to the British courts as to why
they should not be sent to Australia as a convict.
As a result of this lesson, students will
be able to:
 Create a convict ID reflecting
real life crimes and punishment
in Britain during the 18th century
 Comprehend real diary
entries to identify crimes and
punishment from the time
 Actively participate in group
discussions
Assessment
Students complete a ‘Two Stars and A
Wish’ self reflection assessment about
what they think they did well and what
they needed to work on.
LESSON 5: Diary Entry
Knowledge and Skills INTEGRATION INTO OTHER
LEARNING AREAS
understandings TEACHING AND LEARNING EXPERIENCES RESOURCES
Stories of the First C+R: Develop 1. Read more of “Tom Appleby – Convict Boy” by Jackie French English Tom Appleby
Fleet, including texts, including 2. Ask students what Tom Appleby’s life seems to be like as a convict. Create literary texts Convict Boy
reasons for the narratives and  How would he be feeling? that explore students’
journey, who biographies, that  How is his life different to their own? own experiences and Example diary
travelled to use researched  What are some adjectives they could use to describe his life? imagining (ACELT1607) entry
Australia, and facts, events and 3. As a class read one of the example diary entries used in the previous
their experiences experiences lesson. Use comprehension Convict ID
following arrival (WAHASS38) 4. Review and brainstorm as a class, what a diary entry needs and how strategies to build from previous
ACHASSK085 it should be written. literal and inferred lesson
Lesson Objectives  “Dear diary,” meaning to expand
  Write a diary entry accurately
reflecting the life of Australian
convicts upon arrival
 Include key historical facts
relating to the first fleet and 5.
convict arrival in Australia
 Work independently on their 6.
own diary entry
Assessment
Teacher uses a rating scale to assess
students diary entry. Not assessing their
writing or grammar skills, but focusing
on their ability to include historical
facts learnt in the unit and a
7.
description that accurately reflects the
daily life of convicts in Australian history
8.
9.
10.
11.
 Personal information content knowledge, Journals
 Descriptive language (adjectives and adverbs) integrating and linking
 Give detail and include emotion ideas and analysing
 “From,” and evaluating
Students, using their Convict ID from the previous lesson, are to write texts (ACELY1692)
a diary entry from the point of view of their convict.
Teacher writes a list of things they may like to include to act as a Incorporate new
checklist to assist student writing: vocabulary from a
 A description of their journey on the ship coming to Australia range of sources into
 Description of where they are living, the type of food they students’ own texts
eat, the kind of work they do including vocabulary
 How they are treated by others? encountered in
 Explanation of their relationship with the Indigenous research (ACELA1498)
Australians
Students have time to work on their diary entries. Students must edit
their work.
When finished, students can share their diary entries with a peer and
have them proof-read their work for them as well.
Students hand up their diary entries to be marked by the teacher.
Next lesson students can do a gallery walk to see other students diary
entries.
To close the lesson, students fill out an exit slip reflection about their
progress so far and how they went in the lesson.

Learner Diversity
 Weaker students must do a plan, jotting down key events that they
want to refer to in their entry
 Once approved by the teacher, they can begin writing and can call
on assistance from the teacher
 Stronger students must include minimum of 5 historical events/facts in
their entry

LESSON 6 Impact of the British Settlers on Indigenous

Knowledge and Skills INTEGRATION INTO OTHER RESOURCES
LEARNING AREAS
understandings TEACHING AND LEARNING EXPERIENCES
The nature of A: Identify 1. Bring students to the mat and discuss what and who the British English View the two
contact between different points of would’ve seen when they first arrived in Australia. Use comprehension ‘First
Aboriginal and/or view/perspectives 2. View the video: First Australians, Episode 1, ‘They Have Come to Stay: strategies to build Australians’
Torres Strait in information Life before contact’ http://aso.gov.au/titles/documentaries/first- literal and inferred episodes
Islander Peoples and/or data (e.g. australians-episode-1/clip1/ meaning to expand
and others and distinguish fact 3. View the video: First Australians, Episode 2, ‘They Have Come to Stay: content knowledge, Print and
the impact that from opinion, Can you imagine?’ http://aso.gov.au/titles/documentaries/first- integrating and linking laminate the
these interactions explore different australians-episode-1/clip2/ ideas and analysing pintings by
and colonisation stories on the 4. Students are to take notes of what they observe in the video about and evaluating William
had on the same topic) the relationship between the Indigenous Australians and the British texts (ACELY1692) Bradley
environment and (WAHASS33) Settlers
peoples lives (eg.  How did the British change life for the Aboriginal people? Sticky Notes
Dispossession, 5. Teacher prints and locates different paintings by William Bradley
dislocation, the around the room
loss of lives http://www.achistoryunits.edu.au/year-4/learning-sequence-5-
through conflict, 8/tabs/y4-first-fleet-l7-1.html
disease, loss of 6. In groups, students make observations and analysis’ of the paintings
food sources and and they tell us about the relationship between the two groups.
medicines) 7. Students leave their sticky notes at that picture and rotate around
ACHHK080 the room.
Lesson Objectives 8. To end the lesson, teacher will pin up the pictures with the sticky
notes from students and discuss their responses and observations
 Identify key differences between
about the picture.
the Indigenous and British people
9. Close with a class discussion, about how the British settlers impacted
 State the impact that British
life for Indigenous Australians.
settlement had on the lives of
Indigenous Australians
 Engage in meaningful and on task
group discussions with peers
Assessment
Take photos of the sticky notes under
each painting. Make anecdotal notes
about student responses.
LESSON 7 Life before and after Settlement
Knowledge and Skills TEACHING AND LEARNING EXPERIENCES INTEGRATION INTO OTHER RESOURCES
LEARNING AREAS
understandings
The nature of A: Identify 1. As a class, read the ‘Yagan and his people – 1’ worksheet from Australian
contact between different points of “Australian history understanding our shared past” resource book. history
Aboriginal and/or view/perspectives 2. Create a ‘T’ graph as a class, brainstorming how the Indigenous understanding
Torres Strait in information lived before and after British settlement. our shared
Islander Peoples and/or data (e.g. 3. Brainstorm as a class how the Indigenous would feel once the British past book
and others and distinguish fact settled in Australia.
the impact that from opinion, 4. Students are to draw 2 pictures; one indicating how the Indigenous Worksheet for
these interactions explore different lived before and one indicating how the Indigenous lived after the students to
and colonisation stories on the British settled in Australia. draw their two
had on the same topic) 5. Students need to write a reflection about how they think the British pictures
environment and (WAHASS33) could have gone about things differently and if they think they
peoples lives (eg. should’ve done so. Journals
Dispossession, 6. When students are finished, hand pick students to share their pictures
dislocation, the with the class. Identify commonalities and differences between what
loss of lives students chose to include in their pictures and why.
through conflict,
disease, loss of
food sources and
medicines)
ACHHK080
Lesson Objectives
 Identify characteristics of life
before and after British
settlement in Australia
 Draw a picture representing
the impact British Settlement
had on Indigenous life
Assessment
Use ongoing assessment checklist.
Focus on students ability to clearly
identify how the British impacted the
lives of the Indigenous Australians.
LESSON 8 Date of Australia Day
Knowledge and Skills TEACHING AND LEARNING EXPERIENCES INTEGRATION INTO OTHER RESOURCES
LEARNING AREAS
understandings
The nature of A: Identify 1. Bring students to mat and watch btn video about the changing date Digital Technologies: BTN video
contact between different points of of Australia Day. Identify and explore a
Aboriginal and/or view/perspectives  https://www.youtube.com/watch?v=7ZlXq_V2WSc range of digital
Torres Strait in information 2. Class discussion about reasons for keeping the date and changing systems with
Islander Peoples and/or data (e.g. the date. How does the arrival effect the Indigenous people? peripheral devices for
and others and distinguish fact 3. Show students a model storyboard on interactive whiteboard as different purposes and
the impact that from opinion, example of what is expected of students. transmit different
these interactions explore different 4. Students will use a template to create a storyboard that includes: types of data
and colonisation stories on the  Leaving England ACTDIK007
had on the same topic)  The route and stops on the way to Australia
environment and (WAHASS33)  Relevant dates English:
peoples lives (eg.  What happened upon arrival Explore the effect of Storyboard
Dispossession, E: Use decision-  What happened between the English and Indigenous choices when framing template
dislocation, the making processes Australians? an image, and provided by
loss of lives eg. Recognise 5. Students edit their own work, then swap with their peer to edit their salience on teacher
through conflict, different points of work. composition of still
disease, loss of view, identify 6. Once their work has been checked by a peer, they will transfer their and moving images in
food sources and issues, identify storyboards onto a digital format using ‘Storyboard That’ in their IT a range of types of Storyboard
medicines) possible solutions) class time. texts ACELA1496 That
ACHHK080 WAHASS36
7. Students must write an exit slip explaining the relationship between
C+R: Present the English and Aboriginal people upon their arrival
findings and 8. Students must state what the English people could have done
conclusions in a differently to respect the Indigenous culture.
range of 9. End class with an anonymous vote on a slip of paper that will go into
communication a ballot to see if students think the date of Australia should remain or
forms (eg. Written, be changed from the date of arrival at Sydney Cove. (In Maths
oral, visual, digital, students will graph results)
tabular, graphic)
appropriate to
audience and
purpose, using
relevant terms
WAHASS37

Lesson Objectives
 Create a storyboard outlining
the journey and arrival of the
First Fleet in Australia and it’s
impact on the Indigenous
people
 Select and include key facts
from informative resources
 Actively participate in class
discussion and vote
Assessment
Students are given a copy of the
rating scale so they know what is
expected of them. Teacher uses rating
scale to assess students’ storyboards.
 LESSON 9: Information Report
Knowledge and Skills TEACHING AND LEARNING EXPERIENCES INTEGRATION INTO OTHER RESOURCES
LEARNING AREAS
understandings
The nature of C+R: Present 1. Review as a class, what an information report is and what it needs. English: Plan, draft Example
contact between findings and 2. Brainstorm and write a checklist as a class for what an information and publish information
Aboriginal and/or conclusions in a report needs to include. imaginative, report
Torres Strait range of 3. Read an example information report about the First Fleet journey. informative and
Islander Peoples communication 4. Students are to plan, write and edit their own information reports persuasive texts Notre taking
and others and forms (eg. Written, about: containing key sheet
the impact that oral, visual, digital,  Why the British came to settle in Australia information and
these interactions tabular, graphic)  The journey and the ships supporting details for Approved
and colonisation appropriate to  Life for the convicts upon arrival a widening range of websites for
had on the audience and  How British settlement changed the lives of the Indigenous audiences, students to
environment and purpose, using people demonstrating use
peoples lives (eg. relevant terms 5. Students will be given time to research these things on their ipads increasing control
Dispossession, WAHASS37 and using books from the display in the class. over text structures Planning sheet
dislocation, the 6. Students can use their note taking sheet to gather their information. and language
loss of lives 7. Students then plan and write their reports. features (ACELY1694) Journals
through conflict, 8. Students are to then proof-read and edit their own work.
disease, loss of 9. Give students the marking rubric that the teacher will use to assess
food sources and their information reports.
medicines) 10. This may take a few lessons for students to complete.
ACHHK080 11. Students are to write a reflection of the whole unit. What have they
Lesson Objectives learnt about the First Fleet? What do they think they could have
done better? Etc.
 Write an information report
about the First Fleet journey
 Research and identify key
historical events during British
settlement in Australia and their
effect on the first people
 Work independently to
research and write their reports
Assessment
Marking Rubric to assess student
understanding and knowledge of
content learnt throughout the unit
about the Journey of the First Fleet,
convict life and the impact of British
Settlement on lives of Indigenous
Australians.
Do not use this rubric to assess
understanding and knowledge of
information report writing.