LESSON PLAN

YEAR LEVEL: 4/5

CLASS SIZE: 21

DURATION: 1 lesson of 1
hour.

DATE:

TEACHER: Miss Goodwin

LEARNING INTENTIONS/FOCUS:
What will the students know? The students will know the aboriginal weather seasons, the animals that are sacred to the indigenous people and also the
foods that the aboriginal people had.
What will the students understand? The students will understand the different weather seasons, and why animals were sacred to them.
What will they be able to do? The students will be able to talk in front of their class and present their findings, they will also be able to work in a
group cooperatively.
AusVELS.
English
Level 4.
ACELY1692 ACELY1694
ACELA1487
ACELY1688
Level 5.
ACELT1608
History ACHHK077
ACHHS216
ACHHS087
ACHHS101

Design, creativity and technologyLevel 4.

In teams, students generate ideas based on a design brief. They use words, and labelled sketches to communicate the details of their designs.

RESOURCES and MATERIALS

Ipads

Internet

http://museumvictoria.com.au/forest/climate/kulin.html

http://www.lesbursill.com/site/aboriginalwords.htm

Flash cards

Pens pencils textas

LESSON OUTLINE

TIME

TEACHING POINTS:
Key questions
Key organisational/management issues

Introduction/Opening
1

Teacher will introduce what the plans for the lesson

are.

The students all to get an iPad each at their table.

The students are to split into groups of 3 or 4.

Organisational/management issues

Is there enough ipads for everyone?

Where should I be in the classroom, so everyone can

see and hear me?

Do the students choose their group, or shall the

teacher?

Will the students work well together?

Key questions

Will the students understand the task?

Middle/Activities
1. The teacher is to instruct the groups of students to go
on the internet, and look for information about the
seasons for aboriginal culture, the sacred animals to
aboriginals, and also traditional food for aboriginal
people.
2. The students each look at the information on the
internet.
3. The teacher will then instruct the students to make
their own flash cards of the information they have
found, with the materials provided.

Key questions

How will the students go looking for the information?

How will the students go understanding the different

seasons?

Key questions for the students

What are the differences in the seasons?

Is there more or less aboriginal seasons?

Are there any sacred aboriginal animals?

Key organisational/management issues

How will I help all of the students?

How will I ensure that the class stay on topic?

Conclusion/Pulling it all together Evaluate

1. The teacher instructs the groups to go to the front of
the class and present their findings.
ASSESSMENT OF STUDENT ACHIEVEMENT (which may not occur in this lesson)
The students finish the task in time.
The students work well with each other.
The task is at a high standard.