Presentation Lesson Plan 172b66

 

LESSON PLAN

Appendix 1

SCHOOL OF EDUCATION

LESSON ORGANISATION Year Level: 4 22.01.2016

Time: 12:30 Date:

Learning Area: Humanities and Social Science History

Students’ Prior Knowledge:  Australian culture  Australian identity and typified characteristics  Iconic Australians – what this means  Bushrangers (who they are, where they came from, why they are called bushrangers)  How to navigate an iPad  Students will have basic Poplet and QR code reader skills.

Strand/Topic from the Australian Curriculum Sequence historical people and events (ACHHS081) Identify sources (ACHHS216) Locate relevant information from sources provided (ACHHS084) Identify different points of view (ACHHS085) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087) Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009) Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007) General Capabilities (that may potentially be covered in the lesson) Critical and Ethical Literacy Numeracy ICT creative thinking (may be addressed in the lesson)

competence

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures Proficiencies:(Mathematics only)

behaviour

Asia and Australia’s engagement with Asia

Personal and Social competence

Intercultural understandin g

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to:  Use common software to source relevant information  Work together in groups to develop digital texts based on the information collected.  Demonstrate knowledge by completing an online quiz

1

  Teacher’s Prior Preparation/Organisation:  Ipads available  Apps needed are already ed  QR codes prepared and accessible for students  Kahoot quiz made using questions based on facts in the sources and QR code made for easy access.  Padlet created and QR codes made for easy access  All sources are viewed for their appropriate level of information. Ensure all information is age appropriate.

Provision for students at educational risk:  Students with fine motor difficulties partner with those who can manage the iPad. Or Use iPad to access different ways of changing pages (e.g. head flicking).

LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement: This will be done with assistance from student .

Teacher self-reflection and self-evaluation:

This will be done with assistance from student .

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant) Time 5 mins

10 mins

Motivation and Introduction:  Ensure students are aware that this is a year four, history lesson.  Give the class a brief background to the unit. We have been working on Australian Identity and how it was developed through history. This has been aligned with First Settlers, Australian Bushrangers and other Australian iconic people.  What do we know about bushrangers already? (Ask for a guess answer as the class won’t have any prior knowledge as a classroom would).  Who are some examples of past bushrangers or other iconic Australian’s? What qualities do you think these people possess?  Today we are going to focus on one particular bushranger Ned Kelly, does anybody know anything about him already?  By the end of this lesson you will all have hopefully shown me your ability to obtain facts from different sources, and with this information show me what you know in the form of a quiz.

Resources/Refere nces

Sources can be used here such as The Ledgend of Moondyne Joe by Mark Greenwood.

Mention smartboard could be used to write down student responses.

iPad QR codes created to link to sources 2

 

10 mins

5 mins

Lesson Steps:  In pairs (one group of 3) you will have at least one iPad in your group. Scattered around the class are a series of QR codes, all linking you to some sort of information about the famous bushranger Ned Kelly. From these sources, we would like you to take down 1-3 interesting facts that you read/watch. Some information may be positive, some may link to his life of crime.  Ensure that you go to all stations as there will be a quiz at the end based on what you are viewing.  These facts are to be written on Poplet, an app also on the iPad, DEMONSTRATE EXAMPLE.  Once you have been around the room and your Poplet is filled with information with your partner, it might be an idea to share your interesting information with another group. This will make sure you have all areas covered for our class quiz!!  When we have observed that majority of the class has visited all stations, get them to come back together as a group by rhythm clapping.  ASK STUDENTS to share their favourite or most interesting fact that they didn’t know prior to this activity. (For the purpose of this activity just as one or two people, elaborate that this could be done as a pair/share activity)  Now, students are to use the QR code for access to Kahoot. All will enter the game pin. After entering a name they will be identified with, this will take the students through a series of questions about Ned Kelly.  As teachers we will do the first one as a group. “Make sure that you are reading the question properly, and the answers as some are close to being correct but there is always one that is 100% right.”

QR reader app Poplet app

Kahoot Quiz – already created QR code for Kahoot

Padlet access through QR code

Lesson Closure:  The results for the quiz can be recorded if the teacher wants to use this as records for assessment items.  As a reflection of the lesson and the incorporation of ICT into Australian History the class is asked to access Padlet on the iPad (via a QR code).” On Padlet write down your . Aim for two stars and a wish. So two positive comments and a suggestion for further improvement.”  This can be used as a critical reflection for the teachers on the lesson and the ICT use. Students can also subconsciously reflect on their participation levels in the lesson. Assessment: (Were the lesson objectives met? How will these be judged?)  The work that has been done on Poplet can be saved to 3

 



the iPad and ed as a portfolio item or item of work in a series of lessons. Marks for the quiz will be recorded.

4