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Lesson Plan

Day: M T W T F

Date: 13/2/15 Time: 8:30-9-34 Year: 8

Learning Area: HASS

Curriculum content description: (from ACARA)
Historical Skills/Historical questions and research

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students previously studied Ancient Rome, were not introduced yet to concept of Timelines and
placing historical dates on timeline.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

In order to complete assessment on historical skills, students must be able to construct a timeline
and place significant key events in chronological order whilst using correct scale.

Learning objectives:

On completion of this lesson,

students will be able to:
(What will students know and be able to do
at the completion of the lesson specific,
concise and attainable objectives)

(Explain how you will know that lesson
objective have been achieved / monitor
student learning)

Students must be able to complete work sheet

that has historical dates placed in random
order. All students must be able to place dates
Students must demonstrate they understand
difference between BC and AD. Students must in order.
be able to construct own timeline. Students
Students must then demonstrate understanding
must be able to place historical events in
timelines by constructing a timeline and
chronological order.
placing previous dates in order on the timeline.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

1x blue card
1x red card
1x yellow card
1x purple card
6x historical dates (i.e. 2001 twin towers, 1945 AD WWII ends). Place dates
on cards, cut up into strips (so there will be 4x 2001 Twin Towers collapse, 1
date in each colour)
24x sheet with jumbled up dates
All students should have own notebooks to draw timelines in (carry extra
blank paper just in case)
Have spare rulers/pencils ready just in case students forget, though I have
pre-warned them they will be need their rulers.

White board and white board markers

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

This class is a SAERs class (Students At Educational Risk), they are deemed
less capable and difficult. Have been instructed to make coursework less
dense and create a fun, engaging atmosphere by using visual guides.
Class two ESL students (two twin girls from Sri Lanka), they are bright girls
but just need one-on-one explanation and extra help in understanding


Learning Experiences:


Greet class at front door, get them to settle down before asking
them to quietly walk inside while nominating two students to grab
the files containing everyones notebooks and ask them to
distribute them.

1. Introduction:

(How will I engage the learners?)

Wait for class to settle down, introduce yourself formally, announce

you will be taking the class and the lesson is very important as next
week they will be getting assessed on the very same topic so I
would like the class to be proficient in creating suitable timelines.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)



Ask students what they know about timelines. Establish whether

students understand why we need timelines. (To understand what
happened in history and why, one event leading to another etc).
Ask if the understand what BC and AD stand for. If they do not
understand, write definition on board.
Create a rough timeline on board with the date 2001 being the
beginning and 2015, on 2001 write year 8 class was born, on 2015
write Fantastic Ms Pratt came to teach us. Then ask students if
they can remember anything important happening in their lives for
example, they got a dog when they were 7. Ask them how many
years ago that was and where it would fit on the timeline. Once
timeline is adequately filled in explain that they will be participating
in a group activity next and establish the rules.
I want students to understand that in the group activity, discussion
is encouraged as long as they pay respect to the class next door
and do not create excessive noise levels. Hand out random colored
strips to students. Ask all the students with the blue strips to come
to one area, the ones with purple to another and so on. Explain
that it is their job as a group to examine the dates on their strips
and work together to place these strips in chronological order.
Motivate students by telling them it is a race between groups.
Once groups are finished, on the board, as the students to tell me
what date is the first, the second, the third, etc.


Now the children have had a go at placing dates in chronological

order I will give each student a sheet with 15 different dates. It is
their job to place these dates in order and then create a timeline
where they will place these dates.

Lesson conclusion: (How will you summarise the learning and relate it to the
lesson objectives?)

I walk around to students to check to see if their timelines are on

the right track and determine whether or not the students
understand the concept of a timeline.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

The group activity went really well, students were 100%

I found students seemed to get a little bored with the end
activity, some students were diligent and placed all 15
dates on the timeline, others placing fewer than 5.
I would definitely change the seating arrangements, I
noticed the students who worked less, were the students
who were sitting in the back. I made a conscious effort to
keep walking to the back and checking up on them