History Curriculum 1a Assessment 1 - 2018 - Ethan Sais 17974628

History Curriculum 1A - Assessment Task 1
Ethan Sais
Student ID: 17974628
Table of Contents
Lesson Plan 1 ………………………..2

- Resources …………………….8
Lesson Plan 2 ………………………..16

- Resources …………………..20
Lesson plan 3 ………………………26

- Resources …………………..32
Rationale …………………………….38
- Bibliography ……………….42
Ethan Sais - Student ID: 17974628 – Assessment Task 1 History Curriculum 1A - pg. 1
Lesson Plan 1
Topic area: The Polynesian Stage of Learner: Stage 4 Syllabus Pages: pp.70-73
Expansion Across the Pacific
Date: Lesson 1 Week 5 term 2 Location Booked: Room A6 Lesson Number: 1/30
Period 2
Time: 60 minutes Printing/preparation: Book in Chromebooks, Print worksheets,
Total Number of students: 25 Print resources, Power Point Presentation, load videos
Outcomes Assessment Students learn about Students learn to
uses evidence from sources Formative - The variation of - Analyse primary

to support historical Assessment – Polynesian and secondary
narratives and explanations through student cultures sources
HT4-6 responses. - The geographical - Research
Gauging the level and natural - Communicate their
uses a range of historical of knowledge, features of ideas in a clear and
terms and concepts when Polynesia effective manner
they already
communicating an - The extent of
possess and
understanding of the past Polynesian
HT4-9 what they expansion
understand thus throughout the
far pacific
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Literacy - Analysis and use of sources

- Difference and Diversity - Research
- ICT - Explanation And communication
- Critical and Creative thinking
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.2 Deep understanding 1.5 Metalanguage
that requires active construction and requires students to engage in higher-order
1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning.
knowledge communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.5 Students’ self-regulation
explicit expectations and develops positive relationships between teacher and students
2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.5 Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.2 Cultural knowledge
3.6 Narrative
cultural perspective.
3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
Substantive Through out this lesson students are engaging with the teacher and each other. Many of
communication the activities require the students to express their ideas in more concise and effective ways
Student Self- In this lesson plan students are given the opportunity to conduct research and direct
regulation themselves in their learning and there is a clear scaffold to direct them.
Background Drawing from student’s own knowledge, understanding and experiences in regard to Civil
Knowledge rights
Time Teaching and learning actions Organisation Centred
T/S
5 min (Learning Intention: Discovering Polynesia) Teacher: Writes S

down learning
Greets students as they enter the classroom.
intention and lesson
Tells students that there is a Do Now on the board to complete activities on the
board. Marks Roll,
Asks students to grab 3 post it notes as they walk in. Hands out all the
DO NOW: what is Polynesia and where can you find it? scaffolds/templates
going to be used in
- Students for write down on their post it notes an answer to the lesson
the question on the board
- While students complete the task, the teacher marks the role
- Once the role is marked the teacher ask students to share
their answers and place their post it notes on the board Student: enters
room, grabs post it
note completes the
task written on the
board as is routine
and take their books
out for the rest of
the lesson
Resources: Post it
notes, White board,
Roll
15 Source Introduction to the topic Teacher: presents S&T

min videos and asks
- Students watch a few videos highlighting aspects of
leading questions.
Polynesian culture
Splits students into
o https://www.youtube.com/watch?v=cPAbx5kgCJo pairs and hands out
– discuss the various elements within this Moana Polynesian sources
video with the class e.g. The wakas (boats),
environment and natural features etc.
Student: write on
o https://www.youtube.com/watch?v=VTwbKryrhks
images, provide
– what is this? (the Haka) what culture is it from?
answers
Etc.
- Students are handed a few images/sources from various

Polynesian cultures and write on the images what they Resources:
could be and where they may be from. images/sources,
smartboard,
As a class go through the various images/sources and explain what
they are and why they are significant
15 Present a map of the pacific islands on the board for students to Teacher: projects T
min use as stimulus map of Polynesia on
the board, incites
- Discuss the island and countries that make up the Pacific discussion, asks
questions, ask
- Highlight the expanse of the Polynesian culture
students to come up
throughout the pacific region.
to the board and
- Discuss the cultural significance of the key areas of the identify different
pacific this unit will look at: countries/islands
o Hawaii, NZ, Easter islands, Cook Islands and

Samoa
Student: engage in
discussion, find
islands on the board
Resources: Smart
board, Map, Power
point
15 Natural features of Polynesia Teacher: instructs S

min students to get their
Students
chromebooks out.
- locate and label Polynesian islands using google maps. Explains the task and
expectations. Sets a
- On the worksheet for each island students mark the timer for 10-15 min
geographical and natural features of the island to complete the
Student also mark where significant sites are located and explain task, Monitors
why they are significant and answer questions on worksheet to student progress
guide their analysis of the island and computer use
through HAPARA
Student: get out

their chromebooks,
research their
island, and label
their worksheets
Resources:,
PowerPoint=Projects
task instructions on
the board,
Chromebooks,
Google Classroom
10 Exit Activity Teacher: instructs S

min students on task
Using their Chrome books students choose a Polynesian island
details, aids
from the list on the board:
students, monitors
student internet
- Students: on a google document research the island access through
chosen for them and create a small brochure highlighting: HAPARA
o five key features of the island and its people, Students: use
where it is and how to get there. chrome books to
create their
o They can use images and other forms of media as
brochures
evidence.
Resources: Smart
- Inform the students that their brochures will be printed
board,
off and hung on the wall in the classroom so that they can
Chromebooks,
later refer to them
google classroom
Home Students Finish off their brochures and send them to the teacher so that they can be S
work printed off and hung on the wall.
Reflection
In this lesson I have tried to employ a more comprehensive student cantered approach to the
research task. I wanted to have students complete the research task using google maps so that it
could provide them with direction as to what sites we suitable and as it also reinforced the
geographical placement of Polynesia. The introduction activity may work better as a group task but
there are several sources for them to analyse and these students generally work better pairs.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
uses evidence from sources to This outcome is met within many activities throughout the
support historical narratives lesson. In particular the source analysis task and the google
and explanations HT4-6 maps research task
uses a range of historical Students express their idea and understandings of the past
terms and concepts when through a range of mediums in this lesson and can do so
communicating an using a range of historical terms.
understanding of the past
HT4-9
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson
1.2 understand These lessons have been created to engage students on an intrinsic
how students learn level and inspire them to engage with the lesson through inquiry-
based activities that have a high intrinsic and extrinsic value and that
rely on the use of bold and colourful visuals, steering clear from
sources that require an elevated level of reading .
2.5 Students are given the opportunity to work with a range of texts,
developing their comprehension skills. Students are also given the
Literacy and
scaffolds needed to discern the information needed to form an
numeracy strategies
argument and engage in classroom discussions. Students are also
given the opportunity to write in different modes.
2.6 Students are highly engaged with ICT in this lesson from not only
using ICT to complete a research task but also the use of ICT to
Information and
create the brochures that present the information they gathered
Communication
Technology (ICT)
3.2 This lesson incorporates a set of clear activities and how long each
one will take to complete. This not only provides the students with
Plan, structure and
a sense of security and agency but also gives the teacher a valuable
sequence learning
organising and timing tool to structure their lessons in the
programs
classroom.
3.4 The sources selected and used in this lesson plan are highly
engaging as they are not only relevant to the syllabus content but
Select and use
also colourful and interesting
resources
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
The key consideration needed to be considered for this lesson are

The risk that students may need to move around the room particularly in the DO NOW
activity. To negate this risk students should have clear rules and guidelines regarding where
to place their bags to avoid trip hazards and should also know the rules about be safe and
respectful to others when moving around the classroom to complete a task.
The risk that students may view internet sites that are inappropriate during the
ICT/Research based activities. This can be monitored and negated using HAPARA or other
such systems to ensure students are on task and on appropriate sites
References (In APA)
Various Polynesian images – Google image search
World Rugby, ‘Fearsome All Blacks haka - Rugby World Cup 2015 final v Australia’, (2015)
Retrieved 21/052018, https://www.youtube.com/watch?v=VTwbKryrhks
Disney Music, ‘Auli'i Cravalho - How Far I'll Go’ (2017), Retrieved 21/05/2018,
https://www.youtube.com/watch?v=cPAbx5kgCJo
Resources lesson 1:
PowerPoint Slides Lesson 1:
Inquiry Activity – Sources:
In the box below draw the outline of your chosen island and answer the following questions about its natural features and geography.
Label your map with they key features you discover using google maps.
What is the geographical position of

this island (to the pacific region and
world)?
What is the terrain of the island?

(mountains, Volcanoes, rivers etc.)
Natural Features/Google Maps Activity – Worksheet:
Describe the Environment. (e.g. plants,

food, animals, climate etc.)
Lesson Plan 2
Period 5
Time: 60 minutes Printing/preparation: Book in Chromebooks, Print Worksheets,
Total Number of students: 25 Print resources, Power Point Presentation,
describes major periods of Lesson assessment - The extent of - Analyse sources and
historical time and sequences is conducted Polynesian extrapolate well-
events, people and societies through formative expansion constructed
from the past HT4-2 assessment. These - The theories about arguments based on
are identified the origin of the evidence
describes and explains the Polynesian societies collected
through student
causes and effects of events - The technologies - Identify continuity
engagement and
and developments of past used by Polynesian and change through
participation.
societies over time HT4-4 societies to traverse sequencing events
the ocean and actions
- locate the Pacific
regions settled by
the Polynesians
- Literacy - Continuity and change

- Numeracy - Significance
- ICT capability - Comprehension
- Critical and creative thinking - Explanation and communication
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
1.6 Substantive
knowledge as something that requires active construction and requires
1.3 Problematic communication
students to engage in higher-order thinking and to communicate
knowledge
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students’ self-
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and develops
2.3 High 2.6 Student direction
positive relationships between teacher and students and among
Expectations
students.

knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

element
Metalanguage The use of meta language is demonstrated in these lesson plans through the use of a
glossary to help students identify and understand key terms, concepts and ideas
Explicit Quality There are clear instructions for students and a structured lesson that guides their learning
Criteria and their sense of achievement
Narrative Highly engaging for students this lesson uses narrative heavily to explain and help students
understand the expansion of Polynesian society
T/S
10 (Learning Intention: where does Polynesian Teacher: S and T

min culture come from)
- Book in spare
Prep: Chromebooks,
- Greets students as they enter the - write learning intention

classroom. and lesson activities on
- Tell students that there is a Do Now the board before class
on the board to complete. begins,
- Mark the role.
- get all resources
- Hand out all the scaffolds/templates
organised for lesson
going to be used in the lesson.
activities,
- Project PowerPoint on
Do Now: Imagine you are a member of Polynesian
to the board for
society
students to start work
What tools or devices do you think you would immediately
need to traverse the oceans and look for a new
home?
- Asks students to provide their answers

to the question Student: enters room,
completes the task written on
the board as is routine and take
their books out for the rest of
the lesson
Resources: workbooks, White

board, attendance Roll,
PowerPoint
20 Human Timeline Teacher: instructs class to leave S

min the room, and meet at a certain
- Take students outside to the spot in the playground, hand
courtyard students the timeline cards,
- 10 student volunteers to hold a series facilitates students when
of expansion events on a A4 paper recalling the Polynesian
- The rest of the class are told to expansion events
organise the events chronologically.
o Once completed the groups Students: students behave in an

return to the classroom and as orderly fashion, follow teacher
a class they write the timeline instruction and complete the
down on the board from task
memory. This can also be
written on butchers’ paper and Resources: Time line Cards,
hung on the wall as well. white board, whiteboard
o The teacher facilitates this marker, butchers’ paper,
activity by providing hints and courtyard, workbooks
asking various students to act
as scribe
o Once complete the students
write the timeline down into
their workbooks
10 Map task Teacher: places map on the T
min board via smartboard, shows
- Using a map that shows the spread students the spread of
and time frame of expansion of Polynesian expansion on the
Polynesian societies map and asks inquiry questions
- The teacher discusses how and why
Polynesians spread out across the
pacific
students: listen to teacher and
o What do you think could be answer questions
some reasons why Easter
island was discovered before
New Zealand?
Resources:
o Where did Polynesians come
from Chromebooks, PowerPoint,
o What types of things do you smartboard, Map, Inquiry
think they needed to survive? questions
o How far did they travel?
o How long did it take them
15 Polynesian Technologies Activity Teacher: reads out description S&T
min of the waka, asks student to
- Students are introduced to the Polynesian
draw what they think it looks
Waka (canoe) via a secondary source that
like. Show them the image of
describes it
what a waka is meant to look
- Students are asked to draw a Waka and like and identify the parts of the
highlight its features canoe.
Students are then shown an actual realistic

depiction of a Waka and compare it to their own
Students: fill in their worksheets
depictions
Resources: Worksheet, Waka

Image, Smart board, Waka
Description
5 Exit task – Glossary Teacher: reads through glossary T

min and explanations
Students are handed a glossary table
Students fill out glossary as the teacher goes

through each term as a class Student: fill in glossary sheet
Resources: Glossary Worksheet
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lesson plan has been designed to provide my students with a fun, engaging and intrinsically
stimulating set of activities to complete on a Wednesday afternoon period 5. This lesson works well
because even though many students are disengaged by this time of the afternoon they are still able
to cover the content of the syllabus and meet the requirements of the outcomes without enduring
cognitive overload.
describes major periods of This outcome is met through the human time line activity,
historical time and sequences where students sequence a set of events and gain a greater
events, people and societies understanding of the Polynesian expansion
from the past HT4-2
describes and explains the This outcome is met through the content cover in this
causes and effects of events lesson. That being the development of technologies that
and developments of past allowed early Polynesian societies to leave their homes and
societies over time HT4-4 sail across the Pacific Ocean
Graduate Evidence within this lesson

Standards
1.2 Understand This lesson is highly student centred and gives students a lot of leg room
how students to participate in the process of historical inquiry through the use of
learn secondary sources like maps and timelines
2.5 Literacy and Literacy is implemented through various writing tasks in the lesson.
numeracy However, students are also given the chance to engage in numeracy
strategies skills through sequencing/timeline activities as well as mapping activities
3.1 There are clear learning goals set out through the learning intentions
provided to the students at the beginning of the lesson these challenge
Establish the students to think about the lesson topic in a more abstract and
challenging engaging way and gives them a structure to follow within the lesson
learning goals
4.2 Classroom activities are delivered to students with clear instructions.

Instructions are delivered in both oral and written form to ensure all
Manage
students are clear on task expectations and goals
classroom
activities
5.4 Formative assessment takes place through student responses and ability
to carry out tasks. The teacher know students can meet the outcomes
Interpret student
because they are able to complete the tasks set out for them and
data
demonstrate understanding of the concepts and ideas presented.
WHS
This lesson incorporates many risks for students. The most prominent being the risk of injury
heading to and from the classroom to the playground and conducting a somewhat physical
activity outside the classroom. The teacher must ensure that the space chosen for the
activity is suitable that student have clear instructions and rules when leaving the classroom
and that the activity is conducted in a safe manner. The other risk for this lesson is also the
movement around the classroom for the second part of the timeline activity. again, the
teacher must have clear rules about where bags and belongings should be kept and about
trip hazards in the classroom
References:
New Zealand Government, ‘Story: Waka-Canoes’, (n.d), Retrieved 22/05/2018,

https://teara.govt.nz/en/waka-canoes
Resources Lesson 2:
PowerPoint Slides Lesson 2:
Human Timeline Cards in A4:
The Voyaging Canoe
The Polynesians' primary voyaging craft was the double canoe made of two hulls connected by lashed crossbeams. The two hulls gave this craft stability and
the capacity to carry heavy loads of migrating families and all their supplies and equipment, while a central platform laid over the crossbeams provided the
needed working, living, and storage space. Sails made of matting drove this ancient forerunner of the modern catamaran swiftly through the seas, and long
steering paddles enabled Polynesian mariners to keep it sailing on course. A medium-size voyaging canoe 50 to 60 feet long could accommodate two dozen
Waka Worksheet:
or so migrants, their food supplies, livestock, and planting materials.
From this description in the box bellow draw your idea of what this voyaging canoe looked like.
Lesson Plan 3
Period 3
Time: 60 minutes Printing/preparation: Book in Chromebooks, Print worksheets,
Total Number of students: 25 Print resources, Power Point Presentation,
describes and explains the Informal - The technologies - identify and compare
causes and effects of events Formative used by Polynesian varying societies
and developments of past Assessment of societies to traverse - identify cause and
societies over time HT4-4 students the ocean effect
understanding of - the different - Communicate ideas
uses evidence from sources to societies of and understandings
Polynesian
support historical narratives Polynesia through varying
societies, how
and explanations HT4-6 - key environmental writing forms
they navigated
resources of
and what impacts Polynesian societies
they had on the and how they used
environment them
- Intercultural understanding - Continuity and change

- Difference and diversity - Perspectives
- Sustainability - Analysis and use of sources
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
1.6 Substantive
knowledge as something that requires active construction and requires
1.3 Problematic communication
students to engage in higher-order thinking and to communicate
knowledge
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students’ self-
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and develops
2.3 High 2.6 Student direction
positive relationships between teacher and students and among
Expectations
students.

knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

element
Problematic Students are exposed to ideas and concepts that are difficult to comprehend
knowledge
Explicit quality Throughout the lesson plan each activity has explicit instructions and aims so that students
criteria know what is expected of them
Cultural This lesson has a clearly shows that it provides students with a greater understanding
knowledge appreciation for Polynesian cultures
T/S
5 (Learning Intention: the technologies and impacts of Polynesian Teacher: mark the roll, T
min societies) mind map answers with
students
Have learning intention and lesson sequence on the board for
students before class
Greet students as the enter the classroom, instruct them to Student: enters room.
write an answer to the question posed on the board Completes the task
written on the board as is
DO NOW: answer the following question
routine and take their
- What are some of the different Polynesian societies you books out for the rest of
can think of? the lesson
List at least 3
Use images as stimulus (NZ, Easter island, Hawaii, Samoa, Resources: White board,
Tonga,) Roll
Once the roll has been marked mind map the different societies
with the class
15 Navigation tools and techniques Teacher: presents task on T

min the smart board. Hands
Watch this video
student’s worksheet and
https://www.youtube.com/watch?v=m8bDCaPhOek play video. Go through
answer with class
- What ways do you think the Polynesians navigated the
ocean?
- Explain that Polynesian navigators employed an entire Student: watch video,

range of techniques including use of the stars, the answer questions
movement of ocean currents and wave patterns, the air
and sea interference patterns caused by islands, the
flight of birds, the winds and the weather to navigate Resources: smart board,
the ocean. worksheet, video
Put up images of various tools etc. for students to comment on

and engage in class discussion
10 Using the creation story students: Teacher: Read through T

min Maori creation story,
Read out the creation story of the Maori people to the students provide students with
Students are to fill out the table provided and highlight the worksheets, go through
connection between the Maori gods and the environment answers as a class
Student: analyse story

and fill out table
Resources: Creation story,

Worksheet, smart board
10 Environmental features worksheet Teacher: instruct students T

min on task and discuss
hand students the worksheet
resources they identified
Instruct them to complete the task on the worksheet
- Ask students to identify the various features they

labelled on the worksheet
Student: fill in worksheet
- Ask them: What effect do we have on the
environment?
Resources: workbooks,
smartboard
15 The Moa – Activity Teacher: Show students’ S

min image of Moa, use inquiry
Display image of the moa on the board, ask students:
questions, engage in
- What it looks like? discussion, provide
- Where they think it’s from? instructions on task, assist
- What they think it is? students with completing
Students are told it’s called a moa the task and finding the
information on the
- Students are instructed to complete their website
worksheet using the website below.
- Students will need to use their Chromebook to
complete this task Student: fill in worksheets
https://teara.govt.nz/en/moa
Resources: worksheet,
Chromebooks,
smartboard, PowerPoint,
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lesson has been designed to focus the students learning on a specific Polynesian culture. In this
case it is the Maori culture. Students are given a bit more of the background knowledge surrounding
the expansion of Polynesian cultures. The lesson makes use of ICT to engage the students in research
activities as well as uses interesting images as sources to inspire student engagement. This could
probably be improved through an introduction to the environmental impacts of the Maori through
video. However, time constraints don’t allow for this and a documentary on the subject could be
used later on
describes and explains the Students are given the opportunity to see the impacts of
causes and effects of events human civilisations on the environment and develop their
and developments of past understanding of the concept of change and continuity.
societies over time HT4-4
uses evidence from sources to Students are exposed to a range of historical narratives that
support historical narratives will guide and shape their understanding of the past
and explanations HT4-6 through diverse sources.
Graduate Standards Evidence within this lesson
1.2 In this lesson I demonstrate an understanding of how students

interact with the classroom and have designed a lesson that
Understand how
engages them through interesting topics and sources
students learn
3.4 The sources selected for this lesson plan are highly engaging and
varied to suit all types of learners considering the multiple
Select and use
intelligences of the students within my classroom
resources
WHS
The key risks present during this lesson are generally around that of trip hazards and the
safe use of Chromebooks within the classroom.
References:
‘Maori Creation Story’, (n.d), Retrieved 23/05/2018, http://www.crystalinks.com/maoricreation.html
Ted Talks, ‘How did Polynesian way finders navigate the Pacific Ocean? - Alan Tamayose and Shantell
De Silva’, (2017), Retrieved 23/05/2018, https://www.youtube.com/watch?v=m8bDCaPhOek
New Zealand Government, ‘Story Moa’, Retrieved 24/05/2018, https://teara.govt.nz/en/moa
Resources Lesson 3:
Power Point slides Lesson 3:
Creation Story:
Like all societies, Māori have traditions about how the world was created.
Although various tribes tell different versions of the creation story, there are
some themes in common. Most describe movement from Te Kore
(nothingness) to something, and from Te Pō (darkness) to Te Ao (light). The
separation of earth and sky always features, as does talk of how the gods were
responsible for making the natural world.
The separation of earth and sky
In the beginning Ranginui (the sky) and Papatūānuku (the earth) were joined
together, and their children were born between them in darkness. The children
decided to separate their parents, to allow light to come into the world. After
this, the children became gods of various parts of the natural world. For
example, Tāne became the god of the forests and Tangaroa the god of the sea.
Tāne (spiritual guardian or atua of forests and birds) and his brothers
Tangaroa (sea and fish), Wahirimatea (wind and weather), Tumatauenga
(people and war), Haumia (uncultivated food), and Tongomatana (cultivated
food), now have the freedom to explore their new world.
Origins of mankind and other living things
Mankind originated when the god of the forest, Tane (Tanematua), used red
ochre to form the first human and breathed into it. Tane had performed
numerous experiments for creating and animating creatures, during which
different trees were created. When finally he sought the help of his mother,
she advised him—remarkably—to follow the exact same process performed in
many myths and religions all over the world, with one crucial difference: the
woman was the first being created.
Source: http://www.crystalinks.com/maoricreation.html
Maori Worksheet:
Fill in the table below using the information from the Maori creation story.
Gods Relationship to the Earth
Tane
Tangaroa
Wahirimatea
Tumatauenga
Haumia
Tongomatana
On the Image below label and draw the various environmental features.
Visit this website and answer the following questions.
What was the Moa?
Where was it found?
What happened to the Moa?
Why did it go extinct?
What did they look like?
What is Moaland?
Lesson Plan Rationale
In this assessment task I have attempted to design a set of cohesive and sequenced lessons
that set out to achieve the outcomes and content mandated by the syllabus. These lessons
have been created for a year 7, stage 4 class and are intended to address the content of the
stage 4 depth study 5 “The Asia-Pacific World” in the NSW history syllabus (NESA, p.73,
n.d.). The content for these lessons is centred on introducing students to the Polynesian
expansion across the Pacific. These lessons have been created with inquiry-based learning in
mind. This is so students are as engaged as possible and inspired to think critically and
creatively about the past. These lesson plans have drawn from specific historical skills and
concepts set out in the syllabus. Most of the activities contained within these lesson plans
rely heavily upon the use of Primary and secondary source work, requiring students to
investigate and research.
In this lesson sequence I have endeavoured to instil the cross-curriculum priorities and
general capabilities throughout the lesson activities. This notion of learning across the
curriculum enforced by the Australian Curriculum, Assessment and Reporting Authority
(ACARA) and the NSW education Standards Authority (NESA). Has given me the opportunity
to incorporate ideas and activities that highlights issues surrounding sustainability and
difference and diversity. Through exploring the content of Polynesian expansion, cultures
and environmental impacts. This lesson sequence also draws upon the general capabilities
of Information and Communication Technologies (ICT), Literacy, Numeracy and of course
critical and creative thinking. These capabilities have been woven throughout these lessons
are key to providing students with the best possible chance to reach their goals. These
capabilities have also provided these lessons with the ability to instil differentiation within
the classroom, this is predominantly through the use of ICT and the varying modes of
literacy. Based on the work of Heemskerk et.al. (2012) this lesson plan has used ICT as an
instrument in differentiating tasks that accommodate all students. Most of these research
activities present in my lesson plans incorporate secondary source material and have been
implemented in a way so that student interaction with ICT can be monitored and secure.
The lessons have been structured in this assessment to provide students with a familiarity of
routine so that students know the day to day functioning of the classroom and what is
expected of them each lesson. This is enacted through three key devices, the first is a
Learning intention. The learning intention tells the students basically what they are going to
be learning that lesson and gears them up for the activities ahead. The second device is
providing students with a lesson schedule, which scaffolds the students lesson and alleviates
any anxieties students may have when they are uncertain of what the lesson may entail. The
third device is the use of Do Now activities and Exit Tickets for each lesson. These strategies
provide the teacher with the chance to not only control the entry and settling period of their
classroom but also gives them the chance to instigate a set period of each lesson to check
student progress and implement forms of formative assessment.
The first of the lessons in this assessment task is mainly intended to act as a foregrounding
lesson, providing students with a general idea of the key concepts within the topic and its
content. Glossary activities are very useful in helping students develop the metalanguage of
not only the topic of Polynesian history but also of history as a subject. This activity allows
students to build upon their literacy skills and conceptual understanding of history. This
lesson also uses an inquiry method to assist my students in analysing the various sources
presented to them including maps. The inquiry method uses questions that incite students
to think critically and creatively about an event or situation and see them from different
perspectives (Gershon, 2014). This lesson also uses inquiry through its use of sources in
particular the use of a range of different sources as an introduction to the topic. Inciting
student imaginations, interest and discussions about the topic. Gershon (2014) argues that
history activities which incorporate class discussion give students the chance to express
their ideas and use historical evidence through two already developed skills, that being
speaking and listening.
The second lesson in this sequence, uses group work as way to engage and encourage
students to participate in the lesson. The human timeline activity provides students who
would be restless and unsettled on a Wednesday afternoon with the chance to break up the
monotony of their day and engage in historical inquiry outside the classroom. This can be an
extremely rewarding way to involve students in using the historical skills, concepts and
language. In this case it provides students with a more interesting way of looking at
continuity and change. Gilles (2003) argues that group work delivers students the capacity
to increase the social interaction skills and their ability to empathise with different
perspectives. Furthermore, it also has the dual purpose of expanding a student’s
understanding of a topic through sharing peer knowledge.
The last lesson plan in this assessment task addresses the cultural significance of the Maori
people. This lesson allows students to explore the connection of Maori beliefs and creations
stories to that of their history and connection to the environment. This activity although
teacher centred provides students with the chance to interact as a whole class and
disseminate information as a collective. This task effectively uses primary sources to stress
the significance of the environment in Maori culture. As Smith (2010) argues the use of
primary sources permits students to develop ideas grounded in evidence giving students the
prospect to better the way they discern information, analyse sources and communicate
their ideas.
References
Gershon, Mike. (2014). Teach Now! History: Becoming a Great History Teacher.
Taylor and Francis. Retrieved August 2018, from
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1687
380
Gillies, R.M. (2003). Structuring cooperative group work in classrooms.
International Journal of Educational Research, 39, 35-49.
doi:10.1016/S0883-0355(03)00072-7
Heemskerk, I., Volman, M., Admiraal, W., & Dam, G.T. (2012). Inclusiveness of
ICT in secondary education: students’ appreciation of ICT tools.
International Journal of Inclusive Education, 16(2), 155-170.
doi:10.1080/13603111003674560
NSW Educational Standards Authority. (2013). History K-10 Syllabus. Retrieved
August 2018, from NSW Syllabus for the Australian Curriculum:
http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk1
0_full.pdf
Smith, Neil. (2010). Continuum Education Handbooks: History Teacher's
Handbook. Bloomsbury Publishing PLC. Retrieved August 2018, from
https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=7661
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History Curriculum 1A - Assessment Task 1

Lesson Plan 1 ………………………..2

Lesson Plan 2 ………………………..16

Lesson plan 3 ………………………26

Outcomes Assessment Students learn about Students learn to

uses evidence from sources Formative - The variation of - Analyse primary

- Literacy - Analysis and use of sources

Significance 3.1 Background 3.4 Inclusivity

5 min (Learning Intention: Discovering Polynesia) Teacher: Writes S

15 Source Introduction to the topic Teacher: presents S&T

- Students are handed a few images/sources from various

o Hawaii, NZ, Easter islands, Cook Islands and

15 Natural features of Polynesia Teacher: instructs S

Student: get out

10 Exit Activity Teacher: instructs S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

The key consideration needed to be considered for this lesson are

Various Polynesian images – Google image search

PowerPoint Slides Lesson 1:

What is the geographical position of

What is the terrain of the island?

Describe the Environment. (e.g. plants,

Outcomes Assessment Students learn about Students learn to

- Literacy - Continuity and change

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

10 (Learning Intention: where does Polynesian Teacher: S and T

- Greets students as they enter the - write learning intention

- Asks students to provide their answers

Resources: workbooks, White

20 Human Timeline Teacher: instructs class to leave S

o Once completed the groups Students: students behave in an

Students are then shown an actual realistic

Resources: Worksheet, Waka

5 Exit task – Glossary Teacher: reads through glossary T

Students fill out glossary as the teacher goes

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

4.2 Classroom activities are delivered to students with clear instructions.

New Zealand Government, ‘Story: Waka-Canoes’, (n.d), Retrieved 22/05/2018,

PowerPoint Slides Lesson 2:

or so migrants, their food supplies, livestock, and planting materials.

Outcomes Assessment Students learn about Students learn to

- Intercultural understanding - Continuity and change

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

15 Navigation tools and techniques Teacher: presents task on T

- Explain that Polynesian navigators employed an entire Student: watch video,

Put up images of various tools etc. for students to comment on

10 Using the creation story students: Teacher: Read through T

Student: analyse story

Resources: Creation story,

10 Environmental features worksheet Teacher: instruct students T

- Ask students to identify the various features they

15 The Moa – Activity Teacher: Show students’ S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson