Year Level: 4

Lesson: 9 of 10
ACARA Numeracy Content Descriptor:
Historical Knowledge and Understanding:
The Journey(s) of at least one world navigator, explorer or trader up to the late eighteenth
century, including their contacts with other societies and any impacts (ACHHK078)
Historical Skills:
Sequence historical people and events (ACHHS081)
Pose a range of questions about the past (ACHHS083)
Required Resources: SMART Notebook, Interactive Whiteboard
Points of Numeracy:
Questioning
Giving Time
Allowing Students to work it out
Interactive Whiteboard Skills:
Order and Reveal
Screen and Reveal
Drag and Drop
SMART Notebook Recorder

Lesson Outline
Connect/Starter
This should be for about 5 minutes
5 min
Learning Objectives:
All Students will have an understanding of the HMB Endeavour Voyage and
Captain Cooks Journey to Australia
Most Students will be able to accurately identify the information and questions
asked. They will be able to match the dates to the appropriate events
Some Students will be able to correctly match dates to events and accurately
identify answers to questions. They will be able to further demonstrate their
knowledge and information through questioning.

Teacher begins by connecting this lesson to previous lessons taught. This is

done through short discussion.
Key questions: Name three things about Captain Cook? Name three things
about the HMB Endeavour Voyage? Name three problems Cook and his crew
faced on his journey to Australia?

Activate
This part of the lesson should take 20 minutes
20 min
As a class students will participate in interactive whiteboard activities.
Teacher will utilise this as a student assessment and progression task.
Questioning will be facilitated through class discussion and deliberations when
students are to be in agreement when answering questions and finding
questions through interactive whiteboard activities
Students are to be given time to work it out themselves with limited prompting
from the teacher.

Students begin by participating in the Order and Reveal activity

They will be asked to discuss these questions with other members of the class
Students need to be in (majority) of agreement. If students have an answer they
need to explain WHY they think it is correct.
Once students have agreed, have a student move the circle in order to discover
the correct answer. Were you correct?
Continue for the 3/4 Order and Reveal Questions
Once completed students will move to the Screen and Reveal exercise.
In this exercise however, they are given the answer and they have to discover
what the question might be.
As a class they will discuss the different options and together come up with an
agreement on what the questions may be.
Once agreed on 3-4 questions have a student remove the screen to discover
what the questions were.
Continue with 2/3 Screen and Reveal Questions

Demonstrate (Assessment for Learning)

This part of the lesson should take 20 minutes
20 min
Students are to work the timeline out with limited prompting and questions from
the teacher. They are together through discussion and deliberations come to an
agreement on the correct position of events.
This demonstrative section of the lesson will be recorded utilising the SMART
Notebook record tool.

Students are now to participate in creating a class timeline using the interactive
whiteboard. They are given events and pictures and are asked to place them on
the timeline.
This uses the Drag and Drop method
Class discussion is used so all students are involved in the timeline. Have we
all agreed on the date, or is there a problem with our sequence of events?
Students are able to change events so they are all in agreement and it
concludes with a correct timeline of events.
Students are then to create small groups for the next task
They are to create from their knowledge, their own questions and answers
Quiz.
Make sure the questions are not simple - if time permits we can try these
questions with a sinking ship activity (if not this can be done in future lesson)

Consolidate/Plenary
This part of the lesson should take 10 minutes
10 min
Students are given time so they are able to engage with the numeracy

themselves and are given the chance to ask questions so they fully understand
the lesson and their learning outcomes.
Students can conclude with a self-reflection and review of the lesson.
Key questions: What do you think you did well at? What did you struggle with?
Did the lesson help you understand and remember the concepts learnt in other
lessons?
Teacher asks out of 5 (fingers) how they did as a group on the timeline
exercise.
As evidence play the SMART Notebook record tool to show students how they
thought and moved through the activity.
What do the students think now?

How will this lesson cater for the needs of all students?

Student who struggle (learning difficulties) or who are unmotivated and uninvolved in the lessons,
are the students who are brought to the board to remove slide, discover the hidden answer and
drag and drop the events on the timeline to the correct dates.
Students who are gifted can be placed in small groups together for the quiz questions. This way
they are able to learn and advance from each other and create difficult and intelligent questions.

What questions will you ask to evaluate students learning, the design of the lesson and
your teaching effectiveness?

How are you feeling about what we have learnt so far?

Was my questioning and prompting helpful to stimulate student discussion?
What other ways could we demonstrate our knowledge of events and dates?
Did the students have enough time to reflect on their own knowledge, skills and
understanding?
Did the teacher provide helpful and constructive feedback?
Was the self-assessment helpful?
Did the students achieve success?
What in this lesson worked well?
What could be improved for next time?