Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3. Time: 12:20-1:20pm Date: 13/5/19 Students’ Prior Knowledge:

Learning Area: HASS – History  Students have had a lesson on the traditions
and customs of aboriginal culture in the past.

Strand/Topic from the Australian Curriculum  They have begun making posters expressing
their understanding.
The historical origins and significance of the days and
weeks celebrated or commemorated in Australia (e.g.
Australia Day, ANZAC Day, National Sorry Day) and the
importance of symbols and emblems (ACHASSK064)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
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:

 Display understanding through active discussions about Aboriginal history, culture and traditions
 Understand that Aboriginal colours and artwork are symbolic and use this knowledge to create their own hand
artwork

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Have posters ready to hand out  On the question sheets, allow students to
 Question sheets photocopied for early finishers answer the questions in whatever way they
 Question box on desk choose to show their understanding e.g.
drawings, diagrams, words, sentences

 Ensure that a clear summary slide is on the

board for Alena to copy down, elicit a
discussion with her to check for her
understanding

 Scribe Alena’s exit ticket answers for her

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

Resources/References
Time Motivation and Introduction:
1. Prior knowledge
12:20pm  Remind students of last week’s lesson. Ask specific questions to

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engage them in the content and fill out what they remember on
the back of last weeks ‘prior knowledge’ brainstorm:

Who can remember…

What was the focus of our last HASS lesson?

What do the colours of the Aboriginal flag
symbolise? Food Art Butchers paper for
What cultural elements did we discuss? Music Other “WHAT WE KNOW”
What are some different aspects of Aboriginal brainstorm of ideas
culture to your own culture?

 Give students an opportunity to put forward new information, facts

and ideas they have had about the content since our last lesson
 Tell students that at the end of the lesson we will do an ‘exit ticket’
so that I know how much they understand. Therefore, they will
need to pay attention and ask any questions they would like
answers to!

Lesson Steps (Lesson content, structure, strategies & Key Questions):

12:30pm 2. Finishing off

 After the students have had an opportunity for discussion, send them
back to their desks. Utilise the classroom helpers to hand out each
student’s poster to be completed. Posters

 Ensure that the slides are clear on the board and the posters are
stuck up for students to take down ideas and notes onto their own
posters

12:40pm  Students must finish their posters in this lesson, so will be given the
YouTube link
whole half hour to complete them and have them checked.

3. YouTube video
 If students are lacking ideas, show them the second YouTube video
which consists of young Australians going to experience their
1pm ancestors’ culture through hunting for food (insects and fruit) and
visiting shelters. Hand templates
4. Early finishers
 Students that finish early will be given Mrs Clapsis’ question sheets to
answer the questions about Aboriginal culture and customs. To make
it more engaging, tell students that they can draw pictures or write in
words the answers.

 If students are unable to answer some questions, tell them to write

that question down and put it into the “Questions Box” on Miss L’s
desk. These questions will be clarified in the next lesson.

Lesson Closure:(Review lesson objectives with students)

 Bring students back onto the mat and revisit the prior knowledge

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brainstorm completed in the first lesson and ask students how they could
extend on what they already knew, with new information they have learnt.
1:20pm
 EXIT TICKET Question Box
1. Name 3 interesting new things you learnt about Aboriginal culture
2. What are 2 things that differ between traditional Aboriginal culture and
your own?
3. What is 1 question you still have about Aboriginal culture and
traditions?

 For students unable to write their answers down, instruct them to write
their name in big letters and I will find them in the next lesson, and have
them verbally answer the questions for me (Alena, maybe Daniel M, Lily,
Laylah)

Transition: (What needs to happen prior to the next lesson?)

 Students will ensure their space is clean and tidy then be dismissed
to Recess.

Assessment: (Were the lesson objectives met? How will these be judged?)

Use the exit slips as work samples to assess student understanding. Add this
information to student anecdotal notes and fill in last week’s checklist to
ensure all students completed their posters.