Who Were the First Fleet?                                 CONTEXTThe school is located within a low socio-economic area. I...
Curriculum GoalsHISTORICAL KNOWLEDGE ANDUNDERSTANDINGStories of the First Fleet, including reasons forthe journey, who tra...
Curriculum GoalsICT SKILLSApplying social and ethical protocols and practices - Intellectual property•Apply practices that...
THE KEY IDEAThe Australia we know today is unquestionably a nation that has a culturallydiverse population, though this ha...
TECHNOLOGY USED     •YouTube Videos  •Interactive Whiteboard        •Websites       •Computers        •Glogster          •...
THE EVENTThe unit has been designed around the constructivist’s approach to learning theory. Constructivismis a student-ce...
LESSON SEQUENCE                  Lesson 1: What was the First Fleet?•In this lesson, students will be introduced to the co...
Lesson 2: Who were the people on the First Fleet?•In this lesson, students will explore who the passengers and crew were f...
Lesson 3: Where did the First Fleet travel and how long did the                        journey take?In this lesson, studen...
Lesson 4: Where did the First Fleet travel & how long did the                           journey take?•In this lesson, stud...
Lesson 5: What were their lives like before the journey began?•In this lesson, students will start producing a blog in eit...
Lesson 6: What was life like on the First Fleet’s journey to                           Australia?•In this lesson, students...
DESCRIPTION OF PRODUCTStudents will be assessed on three major criteria. These willinclude the plotting of the first fleet...
REFERENCESACARA. (2012b). Information and Communication Technology (ICT) capability.Retrieved April 4, 2012 fromhttp://www...
Hardin.,B. & Hardin.,M. (2002). Into the Mainstream: Practical Strategies forTeaching in Inclusive Environments. Clearing ...
State Library of New South Wales. (2011). Tales from the First Fleet.Retrieved January 5, 2012, fromhttp://www.sl.nsw.gov....
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  • CONTEXTThe school is located within a low socio-economic area. It has a student body of over 900 enrolments. Prominent ethic groups represented within this body are Aboriginal, Torres Strait Islanders, Cook/South Sea Islanders, Hmong, African and Asian nationalities.There are currently four, Year 4 classes, in which these are divided into dual classrooms. The classrooms are designed in this manner to be conducive to teacher partnership and student teams within and across the year levels. Teachers have the flexibility to combined two classes and team teach specific Key Learning Areas, such as History and Science.The class consists of 28 students; these students are equally divided by gender. The class is multicultural, with approximately 50% of the students being non-Indigenous Australians and the other 50% of the class being made up from the above mentioned ethic groups.There are five students that have learning support programs in place. There is a low to moderate level of parental and community involvement both within the individual classroom and the school as a whole. There are 4 computers located in the class room, as well as a computer lab with a total number of 30 computers located within it.
  • THE KEY IDEAThe Australia we know today is unquestionably a nation that has a culturally diverse population, though this has not always been the case. The unit titled ‘Who were the First Fleet’ will allow students in Year 4 to explore and examine the beginnings of ethnic migration to Australia. The unit’s historical knowledge, understanding and skills have been based on The Australian Curriculum: History, Year 4. The unit has the ability to be integrated across other Learning Areas, for example, English - writing of a blog; Mathematics - plotting of the First Fleet’s journey; Science - utilising the cross-curricular priority Sustainability in investigating the impacts that the First Fleet had on native Australian fauna and flora, as well as comparing and contrasting Great Britain and particularly London of the 1700’s and Australia and Sydney of the 21st century. Though investigating the past, students will research and record their findings using modern day technologies (ICT’s) for example, the Internet, blogs and Google earth. The unit was also designed to incorporate many of the seven General Capabilities (ACARA, 2011), demonstrated by the example above, as well as placing students within a different context and time period, and posing situations will aid in the development of the ethical behaviour and intercultural understanding. Group work will enhances personal and social competences and the open ended inquiry approach will assist in developing students critical and creative thinking skills.
  • THE EVENTThe unit has been designed around the constructivist’s approach to learning theory. Constructivism is a student-centred approach to teaching, students construct their own meaning by making connections and building new relationships from their existing prior knowledge (Killen, 2003). This approach is supported by ACARA (2010), who places an emphasis on the importance of implementing a constructivist teaching strategy. The unit involves students gathering information, deciding what is relevant and what is not. The pre-selections of websites and other resources aids in the scaffolding of the students’ learning. Having the students work in groups requires them to be active learners, rather than passive recipients. Collaborative group work has not only proven to aid academic and social skills advancement, (Hardin & Hardin, 2002)but will expose students to differing perspectives, in which they will be required to develop their problem –solving and decision making skills (Killen, 2003). The open-ended inquiry questions at the start of each lesson is structured to provoke higher order thinking skills based around Bloom’s Taxonomy (Frangenheim, 2007) and have students engage in critical and creative thinking (ACARA, 2010). This is demonstrated by having students engage in the following processes, in order to respond to the posed questions:Students will need to gather and collect evidence and/or data.Students then will need to process and analyse the data and/or evidence.They will then need to draw conclusion from the evidence and make a judgement on it, such as what the data tells me, what is missing, from whose perspective is this information written from.Lastly students will need to reflect and review on the evidence gathered, has this evidence aided me in answering the questions (University of Wollongong, 1999).
  • DESCRIPTION OF PRODUCTStudents will be assessed on three major criteria. These will include the plotting of the first fleet course with the correct timeline, using Google earth. They will be assessed on the poster that they had created using the glogster poster application, they will also create a blog in which they will share with the class, to demonstrate to students that one historical events can produce several varying perspectives, this will develop students critical analysis skills.
  • ACARA. (2012b). Information and Communication Technology (ICT) capability. Retrieved April 4, 2012 from http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Organising-elements/Organising-elementsAustralian Curriculum, Assessment and Reporting Authority (ACARA). (2011). The Australian Curriculum: History. Retrieved January 2, 2012, form http://www.australiancurriculum.edu.au/History/RationaleAlexander, G. (2002). Transported: the diary of Elizabeth Harvey, 1790. Retrieved January 2, 2012, from http://books.google.com.au/books/ about/Transported.html?id=YV2JAAAACAAJ&rediresc=y All Down Under. (2012). Australian Songs:Botany Bay. Retrieved January 5, 2012, from http://alldownunder.com/australian-music-songs/botany-bay.htmAustralianHistory.org. (2012). Australian History: The First Fleet. Retrieved January 3, 2012, from http://www.australianhistory.org/first-fleetFrangenheim, E. (2007). Reflection on classroom thinking strategies: 42 practical strategies to encourage thinking in your classroom. (9th ed). Loganholme, Queensland: Rodin Educational ConsultingGlogster. (2011). What is Glogster? Retrieved January 6, 2012, from http://www.glogster.com/Hardin.,B. & Hardin.,M. (2002). Into the Mainstream: Practical Strategies for Teaching in Inclusive Environments. Clearing House, Mar/Apr2002, Vol. 75 Issue 4, p176, 4p. Retrieved January 15, 2012 from: http://web.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer ?vid=5&hid=111&sid=0aeb5899-a946-47fd-a65a-9c32ab1848cd%40sessionmgr111History of the First Fleet in Sydney Cove [YouTube clip]. (2011). Retrieved January 4, 2012, from http://www.youtube. com/watch? v=I4vH8K7rmG4Killen, R. (2003). Effective Teaching Strategies: Lessons from research and practice (3rd ed.) Tuggerah N.S.W. Social Science PressMary Bryant and the First Fleet to Botany Bay [YouTube clip]. (2010). Retrieved January 8, 2012, from http://www.youtube. com/ watch?v=9tKkP4SW69QNational Library of Australia. (n.d.). 1787 to 1788. Retrieved January 7, 2012, from http://www.nla.gov.au/exhibitions/ georgeraper/timeline/timeline-doc-1787.htmlState Library of New South Wales. (2011). Discover collections: Letters home. Retrieved January 3, 2012, from http://www.sl.nsw.gov.au/discover _collections/history_nation/terra_australis/letters/index.htmlState Library of New South Wales. (2011). Journals from the First Fleet. Retrieved January 3, 2012, from http://www.sl.nsw.gov.au/discover _collections/history_nation/terra_australis/journals/index.htmlState Library of New South Wales. (2011). Tales from the First Fleet. Retrieved January 5, 2012, from http://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/tales.htmlSuper Teacher Worksheets. (2012). KWL sheet. Retrieved January 5, 2012, from http://www.superteacher worksheets.com/graphic-organizers.htmlThomas, R., & Sydenham, S. (2011). Timeline: The journey of the First Fleet. Retrieved January 6, 2012 from http://www.kidcyber. com.au/topics/firstfleet.htmTurner, B. (1992). Australia’s First Fleet. Retrieved January 6, 2012, from http://members.pcug.org.au/~pdownes/dps/1stflt.htmUniversity of Wollongong. (1999). The First Fleet. Retrieved January 3, 2012, from http://firstfleet.uow.edu.au/search.html
  • Curriculum ideas

    1. 1. Who Were the First Fleet? CONTEXTThe school is located within a low socio-economic area. It has a student body ofover 900 enrolments. Prominent ethic groups represented within this body areAboriginal, Torres Strait Islanders, Cook/South Sea Islanders, Hmong, Africanand Asian nationalities.There are currently four, Year 4 classes, in which these are divided into dualclassrooms. The classrooms are designed in this manner to be conducive toteacher partnership and student teams within and across the year levels. Teachershave the flexibility to combined two classes and team teach specific KeyLearning Areas, such as History and Science.The class consists of 28 students; these students are equally divided by gender.The class is multicultural, with approximately 50% of the students being non-Indigenous Australians and the other 50% of the class being made up from theabove mentioned ethic groups.There are five students that have learning support programs in place.There is a low to moderate level of parental and community involvement bothwithin the individual classroom and the school as a whole.There are 4 computers located in the class room, as well as a computer lab with atotal number of 30 computers located within it.
    2. 2. Curriculum GoalsHISTORICAL KNOWLEDGE ANDUNDERSTANDINGStories of the First Fleet, including reasons forthe journey, who travelled to Australia, andtheir experiences following arrival(ACHHK079).HISTORICAL SKILLSChronology, terms and conceptsSequence historical people and events(ACHHS081)Analysis and use of sourcesLocate relevant information form sourcesprovided (ACHHS084)Explanation and CommunicationDeveloped texts, particularly narratives(ACHHS086)
    3. 3. Curriculum GoalsICT SKILLSApplying social and ethical protocols and practices - Intellectual property•Apply practices that comply with legal obligations regarding the ownership and use of informationresources (for example naming sources, avoiding plagiarism, knowing what may or may not be copied)Investigating with ICTs- Selecting and evaluating data and information•Assess the suitability of information using appropriate criteria (for example selecting the mostuseful/reliable/relevant digital resource from a set of three or four alternatives)Creating with ICTs - Generating ideas, plans and processes•Use ICT effectively to record ideas, represent their thinking and plan solutions (for example usingtimeline software to plan processes; concept mapping and brainstorming software to generate key ideas)Communicating with ICTs-Collaborating sharing and exchanging•Select and use appropriate ICT tools safely to share and exchange information and to collaborate withothers (for example contributing to the content of a wiki; blogging and posting to bulletin boards)Managing with ICTs -Understanding ICT systems•Understand the uses of basic ICT system components (for example input – keyboard; process – centralprocessing unit; output – display to monitor; storage – USB, hard drive)
    4. 4. THE KEY IDEAThe Australia we know today is unquestionably a nation that has a culturallydiverse population, though this has not always been the case. The unit titled ‘Whowere the First Fleet’ will allow students in Year 4 to explore and examine thebeginnings of ethnic migration to Australia. The unit’s historical knowledge,understanding and skills have been based on The Australian Curriculum: History,Year 4. The unit has the ability to be integrated across other Learning Areas, forexample, English - writing of a blog; Mathematics - plotting of the First Fleet’sjourney; Science - utilising the cross-curricular priority Sustainability ininvestigating the impacts that the First Fleet had on native Australian fauna andflora, as well as comparing and contrasting Great Britain and particularly Londonof the 1700’s and Australia and Sydney of the 21st century. Though investigatingthe past, students will research and record their findings using modern daytechnologies (ICT’s) for example, the Internet, blogs and Google earth. The unitwas also designed to incorporate many of the seven General Capabilities(ACARA, 2011), demonstrated by the example above, as well as placing studentswithin a different context and time period, and posing situations will aid in thedevelopment of the ethical behaviour and intercultural understanding. Group workwill enhances personal and social competences and the open ended inquiryapproach will assist in developing students critical and creative thinking skills.
    5. 5. TECHNOLOGY USED •YouTube Videos •Interactive Whiteboard •Websites •Computers •Glogster •Blogs •Google Maps
    6. 6. THE EVENTThe unit has been designed around the constructivist’s approach to learning theory. Constructivismis a student-centred approach to teaching, students construct their own meaning by makingconnections and building new relationships from their existing prior knowledge (Killen, 2003). Thisapproach is supported by ACARA (2010), who places an emphasis on the importance ofimplementing a constructivist teaching strategy. The unit involves students gathering information,deciding what is relevant and what is not.The pre-selections of websites and other resources aids in the scaffolding of the students’ learning.Having the students work in groups requires them to be active learners, rather than passiverecipients. Collaborative group work has not only proven to aid academic and social skillsadvancement, (Hardin & Hardin, 2002) but will expose students to differing perspectives, in whichthey will be required to develop their problem –solving and decision making skills (Killen, 2003).The open-ended inquiry questions at the start of each lesson is structured to provoke higher orderthinking skills based around Bloom’s Taxonomy (Frangenheim, 2007) and have students engage incritical and creative thinking (ACARA, 2010). This is demonstrated by having students engage inthe following processes, in order to respond to the posed questions:•Students will need to gather and collect evidence and/or data.•Students then will need to process and analyse the data and/or evidence.•They will then need to draw conclusion from the evidence and make a judgement on it, such aswhat the data tells me, what is missing, from whose perspective is this information written from.•Lastly students will need to reflect and review on the evidence gathered, has this evidence aidedme in answering the questions (University of Wollongong, 1999).
    7. 7. LESSON SEQUENCE Lesson 1: What was the First Fleet?•In this lesson, students will be introduced to the concepts & themes of the unit & theassessment items. Ideas, content, resources and learning experiences:•KWL sheet••Convict song ‘Bound for Botany Bay’ (recorded version and lyrics)Brainstorm ideas about the First Fleet – what was it and why was it planned?http://www.australianhistory.org/first-fleet andhttp://www.youtube.com/watch?v=I4vH8K7rmG4
    8. 8. Lesson 2: Who were the people on the First Fleet?•In this lesson, students will explore who the passengers and crew were fromthe First Fleet. Ideas, content, resources and learning experiences:•Extract from The Little Convict (Gross, 1980)•Teacher can create a multimodal text that includes images of the people of theFirst Fleet•Include journals, letters home and published accounts of the First Fleetavailable from this sitehttp://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/tales.html
    9. 9. Lesson 3: Where did the First Fleet travel and how long did the journey take?In this lesson, students will be introduced to the aspect of travel in relation totime span on the First Fleet. Ideas, content, resources and learning experiences:•Computer lab lesson -http://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/firstfleet.html Students pause the presentation and record notes about the First Fleet (e.g. dates,places it stopped, etc.)•Compare the information they recorded with these siteshttp://www.kidcyber.com.au/topics/firstfleet.htm••In this lesson, students will be introduced to the aspect of travel in relation to time spanon the First Fleet.•Reflect as a class on their findings.
    10. 10. Lesson 4: Where did the First Fleet travel & how long did the journey take?•In this lesson, students will sequence & track the journey of the First Fleet usingGoogle Maps.•Students will also collaboratively research why their chosen person, character orfamily was on the First Fleet.•Students will discuss and reflect on their own thoughts about the First Fleet (e.g. wouldthey have liked to have been on the First Fleet? Why, why not?). Ideas, content, resources and learning experiences:•Google maps to begin tracking the journey themselves http://maps.google.com.au/•Transported: the diary of Elizabeth Harvey, Australia 1790 (Alexander, 2002)•Inquiry siteshttp://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/journals/index.html and story_nation/terra_australis/letters/index.html another examplehttp://www.youtube.com/watch?v=9tKkP4SW69Q
    11. 11. Lesson 5: What were their lives like before the journey began?•In this lesson, students will start producing a blog in either the form of a narrative,bibliography or a journal/diary entry. Ideas, content, resources and learning experiences:•Students will be given a list of questions in two parts that will be the basis for researchto compile their story as well as a Glogster that will include relevant internet sites forresearch.•Provide an example of what the blog will appear like e.g. journal entry or narrativestyle.•Tales of the First Fleet -http://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/tales.htmland M007943 The First Fleet – dataset - http://firstfleet.uow.edu.au/search.html http://www.glogster.com/
    12. 12. Lesson 6: What was life like on the First Fleet’s journey to Australia?•In this lesson, students will continue to develop their written article on acharacter who travelled on the First Fleet & reflect on what life was like duringthe journey (Format : inquiry questions).
    13. 13. DESCRIPTION OF PRODUCTStudents will be assessed on three major criteria. These willinclude the plotting of the first fleet course with the correcttimeline, using Google earth. They will be assessed on the posterthat they had created using the glogster poster application, they willalso create a blog in which they will share with the class, todemonstrate to students that one historical events can produceseveral varying perspectives, this will develop students criticalanalysis skills.
    14. 14. REFERENCESACARA. (2012b). Information and Communication Technology (ICT) capability.Retrieved April 4, 2012 fromhttp://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Organising-elements/Organising-elementsAustralian Curriculum, Assessment and Reporting Authority (ACARA). (2011).The Australian Curriculum: History. Retrieved January 2, 2012, formhttp://www.australiancurriculum.edu.au/History/RationaleAlexander, G. (2002). Transported: the diary of Elizabeth Harvey, 1790. RetrievedJanuary 2, 2012, from http://books.google.com.au/books/about/Transported.html?id=YV2JAAAACAAJ&rediresc=yAll Down Under. (2012). Australian Songs: Botany Bay. Retrieved January 5,2012, from http://alldownunder.com/australian-music-songs/botany-bay.htmAustralianHistory.org. (2012). Australian History: The First Fleet. RetrievedJanuary 3, 2012, from http://www.australianhistory.org/first-fleetFrangenheim, E. (2007). Reflection on classroom thinking strategies: 42practical strategies to encourage thinking in your classroom. (9th ed).Loganholme, Queensland: Rodin Educational ConsultingGlogster. (2011). What is Glogster? Retrieved January 6, 2012, fromhttp://www.glogster.com/
    15. 15. Hardin.,B. & Hardin.,M. (2002). Into the Mainstream: Practical Strategies forTeaching in Inclusive Environments. Clearing House, Mar/Apr2002, Vol. 75 Issue 4,p176, 4p. Retrieved January 15, 2012 from:http://web.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer ?vid=5&hid=111&sid=0aeb5899-a946-47fd-a65a-9c32ab1848cd%40sessionmgr111History of the First Fleet in Sydney Cove [YouTube clip]. (2011). Retrieved January4, 2012, from http://www.youtube. com/watch? v=I4vH8K7rmG4Killen, R. (2003). Effective Teaching Strategies: Lessons from research and practice(3rd ed.) Tuggerah N.S.W. Social Science PressMary Bryant and the First Fleet to Botany Bay [YouTube clip]. (2010). RetrievedJanuary 8, 2012, from http://www.youtube. com/ watch?v=9tKkP4SW69QNational Library of Australia. (n.d.). 1787 to 1788. Retrieved January 7, 2012, fromhttp://www.nla.gov.au/exhibitions/ georgeraper/timeline/timeline-doc-1787.htmlState Library of New South Wales. (2011). Discover collections: Letters home.Retrieved January 3, 2012, from http://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/letters/index.htmlState Library of New South Wales. (2011). Journals from the First Fleet. RetrievedJanuary 3, 2012, from http://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/journals/index.htmlhttp://firstfleet.uow.edu.au/search.html
    16. 16. State Library of New South Wales. (2011). Tales from the First Fleet.Retrieved January 5, 2012, fromhttp://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/tales.htmlSuper Teacher Worksheets. (2012). KWL sheet. Retrieved January 5, 2012,from http://www.superteacher worksheets.com/graphic-organizers.htmlThomas, R., & Sydenham, S. (2011). Timeline: The journey of the FirstFleet. Retrieved January 6, 2012 from http://www.kidcyber.com.au/topics/firstfleet.htmTurner, B. (1992). Australia’s First Fleet. Retrieved January 6, 2012, fromhttp://members.pcug.org.au/~pdownes/dps/1stflt.htmUniversity of Wollongong. (1999). The First Fleet. Retrieved January 3, 2012,from http://firstfleet.uow.edu.au/search.html
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