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TERM/WEEKS: YEAR LEVEL: 4 LEARNING AREA/TOPIC: Humanities and social sciences

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

Introduction
1 Aboriginal and Research and Create 10 focus 1.Formative App: Piktochart
Torres Strait questions about how aboriginals assessment at the  Students make their way to the mat at the front of the
Islander Peoples' people lived, include the materials end of the lesson class room, where they will sit, and the class will begin Aboriginal lifestyle
ways of living used to build their homes, why using Kahoot to  The teacher brings out the “touch and feel box.” Picking 3-4 http://cbhsyearfivehistor
were adapted to they used the specific materials check students to put their hands in the box and guess what is in it. y.weebly.com/aboriginal
available and how their homes were built. understanding of
 In the box will contain twigs, leaves and honky nuts. -lifestyle-before-and-
resources and Aboriginals peoples
 Teacher asks the students “What can you build out of these after-british-
their connection living colonisation.html
to Country/Place Create a Piktochart using the 10 materials?”, “Would you believe me if I told you that long ago
has influenced answered focus questions 2. Summative the Indigenous Australian people use to make their houses
Culture
their views on assessment - Rubric out of these materials?” http://www.aboriginalcu
the sustainable us Draw and design a miniature model for the Piktochart –  Discuss and display images indigenous Australians huts and lture.com.au/housing.ht
e of these of an indigenous Australian hut 3 key questions
get the students to discuss what other materials they think ml
resources, before including a list of at least 5 natural being answered. 1.
and after materials that can be used to What materials are were used to make their homes.
App: doodle buddy
colonisation create the model. used to build their  Explain they need to pay a lot of attention to materials used
(ACHASSK089) homes? Why they as in the next lesson they will be creating their own miniature
Notability
chose those model
materials? How
were their homes Body
built?  The students will create 10 focus questions about how the
Indigenous Australians lived before Australia was Colonised
(1788)
 Each child will be given an iPad to complete their research
record their findings in the app Notability.
 Students are given 10 minutes to create their focus question
in a Notability
 Then students are given 20 minutes to complete the research
and put the information found into an eye catching Piktochart
 Once finished researching students can begin to design their
own hut using the information they have gained from today’s
lesson.
 The design can be created using the app called doodle buddy

Conclusion
 Students regroup on the mat.
 Teacher discusses what the students learn through their
research, picking 3 students to write important facts on
the board.
 To finish off the lesson a kahoot to test what knowledge
they learnt researching.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Introduction
2 Aboriginal and Collect at least 5 natural and
Torres Strait recycled materials from outside Summative  Students make their way to the mat at the front of the iPad
Islander Peoples' and around the school grounds assessment - Rubric class room, where they will sit, and the class will begin
ways of living for the model –3  “Good morning year 4’s today we will be bringing our hut App: Notability
were adapted to criteria’s: designs we made last lesson to life!”
available Build a miniature model of an 1. Materials are all App: doodle buddy
 The teacher then explains that once the model is complete
resources and aboriginal hut using only material natural or recycled
their connection found outside and pieces of 2. The design is early finishes will begin writing a story of the people that lived
to Country/Place recycled fabric. creative in the hut, that story will then be turned into an iMovie in the
has influenced 3. Can be identified next lesson.
their views on as a hut  Teacher motivates the students by showing them a model she
the sustainable us has created and describes the materials used and the
e of these
standards expected.
resources, before
and after  To create the model students are given a box and sent outside
colonisation to find all the materials they listed in their design in the
(ACHASSK089) previous lesson
 Students are also given a Styrofoam semi-circle with the
middle cut out of it as a base to the hut

Body
 The students are given 5 minutes to walk around the school
grounds collecting the materials for their model
 Using their designs on their iPad’s students build their models,
using strophe as a base of the whole hut, glue and string
 Early finishes begin writing a story/ script for their final movie
project, the story must include the hut they have created as a
setting.

Conclusion
 Students regroup on the mat.
 Teacher rediscusses the main aspects of huts and the
importance of the materials used to build the homes
 To finish off the lesson a kahoot is complete using their
iPad to test what knowledge they learnt in the previous
lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Introduction
3 Aboriginal and Write a short story of an
Torres Strait indigenous Australian living in a hut Summative  Students make their way to the mat at the front of the iPad
Islander Peoples' before Australia was Colonised assessment - Rubric class room, where they will sit, and the class will begin
ways of living for the model –3  “Good morning year 4’s today we will be creating our very App: doodle buddy
were adapted to Create an iMovie using the short criteria’s: own movie”
available story as the voice over and the hut 1. movie includes App: iMovie
 The teacher then explains that the final project is an iMovie
resources and as the setting (green screen) short story as voice
their connection over that includes the hut created in the last lesson and a short App: Green screen
to Country/Place 2. movie includes story about indigenous Australians living in that hut.
has influenced the created hut  Teacher then describes that any props can be used around the
their views on 3. the apps green hut as long as the hut is the main setting for the movie.
the sustainable us screen and iMovie  The Teacher demonstrates how to use the green screen app
e of these are used to create
and iMovie on the big screen.
resources, before the movie
and after  The teacher then shows an example movie to inspire the class
colonisation and set the standards
(ACHASSK089)  iPads are handed out to each student

Body
 The students put up a large green sheet and include props,
people and the hut to make the movie fit their short story as
best as possible
 After filming students import the movie into the green screen
app and choose an appropriate back ground (Australian
landscape)
 Once the back ground is chosen the students voice over the
short story written earlier and export it
 The movie is then air dropped to the teacher

Conclusion
 Students regroup on the mat.
 All the iMovie’s are shown to the class
 To finish off the lesson and the topic teacher asks a few
questions indigenous Australians living before colonisation
 Students can’t leave the mat until they say one fact they
learnt