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TERM/WEEKS: Term 3 Week YEAR LEVEL: Year 4 LEARNING AREA/TOPIC: HASS – First Fleet
4

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: each year 4 student in the classroom has their own iPad for educational use.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Stories of the 1. Research the dates Formative Introduction: (10 min) QR Code website:
Week https://www.qrstuff.com/
First Fleet, surrounding the first fleet assessment: use - Each student will be handed a QR code in which they have to
4
including reasons Kahoot to see what scan to take them to an introductory YouTube video on the first
Lesson using Britannica Primary. YouTube video:
for the journey, the students fleet (using headphones). Explain that there will be a Kahoot First Video -
1 Take notes on the travel https://www.youtube.com/wa
who travelled to understand about after to test what they learn (this will motivate them).
duration and any other tch?v=H2xFJ4QkJMs
Australia, and the first fleet based - Students are then given a QR code for the second YouTube
important events. Second Video -
their experiences on the video they video based more on the treatment of convicts. https://www.youtube.com/wa
following arrival watched. - Students go onto Kahoot and enter code to join a quiz based on tch?v=XSpjotO3ubk
(e.g. treatment of the video they just watched.
convicts, daily 2. Begin creating a book Formative Kahoot Website:
https://kahoot.it/
lives, social based on the first fleet assessment: check Body: (30 min)
order) using book creator and each student’s - Using Britannica Primary, students research important dates Britannica Primary:
(ACHASSK085) add in the information you book to see if they surrounding the first fleet and take notes on dates such as https://school.eb.com.au/
starting date of travel, arriving date, duration and any other
collected. have been able to
Book Creator Application (on
successfully start it important dates. Students will add this information into their the App Store)
and implement the book (using book creator) as they go.
correct dates.

Conclusion: (5 min)
- Teacher will go around and quickly view each students’ book to
see their progress. Students then sit on the mat and a class
discussion will be conducted based on what they learnt in the
lesson.
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TERM/WEEKS: YEAR LEVEL: Year 4 LEARNING AREA/TOPIC: HASS – First Fleet


AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: each year 4 student in the classroom has their own iPad for educational use.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Stories of the 1. Research information Formative Introduction: Padlet forum:


Week https://padlet.com/chelsey_w
First Fleet, surrounding convicts in the assessment: - Student’s use Padlet to write a small paragraph on what they
4 remember from the video regarding convicts. The topic of the
atkins1/yz1uon6w6cuk
including reasons first fleet and how they teacher will assess
Lesson for the journey, students’ prior Padlet will say “Write down anything that you know or learnt Britannica Primary:
2 were treated. https://school.eb.com.au/
who travelled to knowledge on the about convicts”

Australia, and convicts using their - Watch a short video as a class on the convicts.
Book Creator Application (on
their experiences contribution to the App Store)
2. Continue creating the
following arrival Padlet.
book and add this Body: Chibi Application (on the App
(e.g. treatment of
information into the book. - Students now use Britannica Primary again to further research Store)
convicts, daily Formative
lives, social assessment: check convicts and how they were treated. Students must take notes
order) each student’s on this and add it into their book as they go.
(ACHASSK085) book to see if they - Students also use Chibi in order to create a cartoon image of
have been able to what they think a convict looked like (e.g. how they dressed)
successfully input and add this into their book.
accurate
information Conclusion:
- Teacher will check on the progress of each student’s books.
regarding convict
life in the first fleet.
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TERM/WEEKS: YEAR LEVEL: Year 4 LEARNING AREA/TOPIC: HASS – First Fleet

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: each year 4 student in the classroom has their own iPad for educational use.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Stories of the 1. Collect relevant images Observational Introduction: Answer Garden:


Week https://answergarden.ch/
First Fleet, from Britannica Images to assessment: observe - Students are told that today is the day in which they get to
4 students to ensure
including reasons finalise and showcase their book (this may motivate them).
Lesson implement into the book. they use copyright
Britannica Images:
for the journey, - Teacher has answer garden up on the big screen asking, “What https://quest.eb.com/failedlogi
3 free images. n?target=%2F
who travelled to have we learnt about the first fleet?”. Students put their hands

Australia, and 2. Create a reference list Formative
up to contribute and teacher writes in their answers.
Book Creator Application (on
their experiences assessment: check App Store)
including all the websites Body:
following arrival each students
students have gotten - Students are to use Britannica Images in order to collect
(e.g. treatment of reference list (all they
convicts, daily information from (they will need is a website). relevant images in regard to the First Fleet.
lives, social be made aware of this - Students then add all of these images to their book.
order) from the first lesson). Summative - Students are also told to be creative and change font,
assessment: each background colours, etc.
(ACHASSK085)
child’s book will be

assessed on its visual
look and organisation
as well as accuracy Conclusion:
3. Finish/finalise the book on and depth of - Students showcase and explain their books to the group of 4 in
the first fleet. information (checklist which they are already sitting in.
will be used). - Teacher conducts final class discussion and asks reflective
questions such as “What did you like about this project?” “What
didn’t you like?” “What have you learnt?” “What else would you
like to learn about the first fleet?”