| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | History |
| What topic | Use maps and images to represent Flinders’ and Bungarees’ journey. |
| What length (min) | 60 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 10 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Use maps and images to represent Flinders’ and Bungarees’ journey.
Year 3
History
20 Students
This lesson aligns with the Australia Curriculum's focus on historical inquiry and understanding the significance of events and people in history.
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to the Topic | 10 | Introduce Flinders and Bungarees, discussing their significance in Australian history. Show images/maps to capture interest. |
| 2 | Overview of Maps and Images | 10 | Explain how maps and images can tell stories. Show a selection of maps and images relevant to the lesson, highlighting key locations. |
| 3 | Group Work Assignment | 20 | Divide students into 4 groups. Assign each group a portion of the journey to analyze using provided maps and images. |
| 4 | Printable Card Activity | 10 | Distribute printable cards. Instruct students to fill in the cards with key information about their group's assigned journey segment. |
| 5 | Sharing and Collecting Work | 5 | Collect the filled cards or randomly check each group’s completed work to assess understanding. |
| 6 | Closing Discussion | 5 | Review the key points from the lesson and discuss what was learned about Flinders’ and Bungarees’ journeys. Encourage questions. |
Assign students to create a simple poster at home that presents an aspect of Flinders’ or Bungarees’ journey, utilizing creative elements such as drawings and captions. Collect these posters in the next class for review without presentations.
Assessment will be based on participation in group work, accuracy of information filled in on printable cards, and the creativity and effort displayed in the poster homework.
"Good morning, everyone! Today, we are going to explore the exciting journeys of two important figures in Australian history: Matthew Flinders and Bungaree. Can anyone tell me what they know about Flinders or Bungaree?
[Pause for responses]
"Excellent! These two men played a significant role in exploring our coastlines and mapping the land. To help us understand their journeys better, I will show you some images and maps.
[Display the images and maps using the projector]
"Look at this map! Can you see Flinders' route? And here is a picture of Bungaree – he was not only a great explorer but also a leader in his community. Are you ready to dive deeper into their journeys today?"
"Now, let’s talk about how maps and images can tell us stories. Maps show us where things are, and images can capture important moments in time.
[Show a selection of maps and images]
"Check out this map again! Notice how it highlights key locations they visited? Images, like the one of Bungaree, help us to visualize what life was like back then. Together, they give us a more complete understanding of their adventures.
"Can anyone share something specific they notice about the map or images we've discussed?"
[Encourage discussion]
"Great observations, everyone! Now let's explore these journeys more closely through group work."
"Now, I'm going to divide you into four groups. Each group will get a portion of Flinders' and Bungaree's journey to study.
[Divide the class into groups]
"Each group will get maps and images that are relevant to your section of the journey. Together, your task is to analyze the information and discuss what you think is significant about your journey part.
"Remember to think about why this journey was important and what it tells us about history. You'll have 20 minutes to work on this. Ready, set, go!"
"Alright, time's up! Now that you’ve discussed your journey sections, I have some printable cards for you.
[Distribute printable cards to students]
"On these cards, I want you to fill in key information about the part of the journey your group studied. This should include things like important locations, dates, and any interesting facts or stories you discovered.
"You have 10 minutes for this activity. Make sure to work together and help each other!"
"Fantastic work on those cards, everyone! Now, can each group collect their cards and pass them to me?
[Collect the cards or check each group’s work randomly]
"I’ll take a look at what you've written to see how well you understood your journey segment. Remember, if you have questions or need help, feel free to ask while I’m reviewing these!"
"Let’s come back together for a final discussion. Who can share one key point they learned today about Flinders or Bungaree?
[Encourage students to share]
"Those are all amazing points! It’s clear these journeys had a big impact on how we understand Australian history today.
"Before we finish, does anyone have any questions about what we learned?"
[Address any questions]
"Great job today, class! For your homework, I'd like you to create a simple poster that showcases an aspect of either Flinders’ or Bungarees’ journey. Use your creativity—think about drawings, captions, or any other elements that can make your poster interesting.
"Bring it back to class next time, and we will take a look at your wonderful work!“
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A map of Australia showing Flinders’ route} | - Introduction to the topic of Flinders and Bungaree |
| - Importance of their roles in exploring Australian coastlines | ||
| - Inquiry: What do students know about these figures? | ||
| 2 | {Image: A collage of various historical maps and images} | - Maps tell stories and highlight locations |
| - Images capture moments in time | ||
| - Importance of maps and images in understanding journeys | ||
| - Question: What do students notice about the maps/images? | ||
| 3 | {Image: Groups of students discussing with maps} | - Group work assignment introduction |
| - Division into four groups | ||
| - Task: Analyze Flinders’ and Bungaree's journeys with provided materials | ||
| - Duration: 20 minutes for discussion and analysis | ||
| 4 | {Image: Printable cards with blanks for students to fill} | - Introduction of the printable card activity |
| - Fill in key information about their journey segments | ||
| - Include locations, dates, and interesting facts | ||
| - Duration: 10 minutes to complete the cards | ||
| 5 | {Image: Teacher collecting cards from students} | - Collecting and sharing group work |
| - Evaluation of understanding through the collected cards | ||
| - Invitation for questions during review process | ||
| 6 | {Image: Students sharing ideas in a circle} | - Closing discussion |
| - Encourage sharing of key points learned | ||
| - Discussion on the impact of their journeys on Australian history | ||
| 7 | {Image: Student with a poster board creating artwork} | - Homework assignment introduction |
| - Create a poster on Flinders’ or Bungaree’s journey | ||
| - Encourage creativity: drawings, captions, and elements | ||
| 8 | {Image: Completed posters displayed in classroom} | - Showcasing students’ completed posters |
| - Sharing and discussing classmates’ work | ||
| - Recognition of creativity and effort | ||
| 9 | {Image: Australian coastline with landmarks} | - Highlighting connection to Australian geography and history |
| - Review the significance of exploration in shaping national identity | ||
| 10 | {Image: Closing thank you note with educational theme} | - Conclusion and thanks to students for participation |
| - Reminder of the importance of exploration and history | ||
| - Encouragement to continue learning and exploring history |
| Question | Answer |
| -------------------------------------------------------------------------------------------- | ------ |
| Who was Matthew Flinders and what is he known for? | |
| Can you name at least one significant contribution of Bungaree in Australian history? | |
| What kind of information can we learn from maps? | |
| How do images enhance our understanding of historical events? | |
| What do you think was the goal of Flinders' exploration? | |
| Why do you think Bungaree was an important figure for both his community and explorers? | |
| What were some key locations that Flinders and Bungaree visited on their journeys? | |
| How can group work help us understand the journeys of Flinders and Bungaree more effectively?| |
| Why is it important to study historical figures like Flinders and Bungaree? | |
| What did you learn from the maps and images we discussed today? | |