Analysis and use of sources Locate relevant information from sources provided Literacy Information and communication technology capability Critical and creative thinking Perspectives and interpretations Identify different points of view Literacy Intercultural understanding Personal and social capability Critical and creative thinking Aboriginal and Torres Strait Islander histories and cultures Explanation and communication Develop texts, particularly diary entries Literacy Use a of communication forms (oral, graphic, written) and digital technologies Historical Concepts Sources, , , perspectives, and . Literacy Religion ICTs Technology DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
Activity: Hot Potato – answering the focus questions. Focus questions: What did I learn from this investigation? How did I learn during this investigation? Which ways of learning were most successful for me? How can I improve my learning skills? Have I changed my attitudes or values in relation to this topic? If so, in what ways have my attitudes changed? Completed KWL Investigate, community, important, communicate, primary and secondary sources, perspectives, point of view, events, skills, improve, values. REFLECTION HISTORY CRITERIA SHEET: DIORAMA Criteria A B C D E The student work demonstrates evidence of: Identify one important example of change and ONE important example of continuity over time in the community in education Literacy Critical and creative thinking Numeracy Literacy Intercultural understanding Student comprehensively identifies several examples of continuity and change between the two classrooms and one important example that has affected the way children learn. Student thoroughly identifies examples of continuity and change between the two classrooms and one important example that has affected the way children learn. Student satisfactorily identifies a few examples of continuity and change between the two classrooms and one important example that has affected the way children learn. Student superficially identifies a few superficial examples of continuity and change between the two classrooms and attempts to identify one important example that has affected the way children learn. Student does not identify any examples of continuity and change between the two classrooms.
History Task Sheet Student Name: Year Level: 3 Name of Task: Teacher: Learning Area/s: History Date Commenced: Week 8 Date Due: Week 9 Type of Task: Oral Written Other Task Conditions: Individual Pair Group Work In Class Homework Other Opportunity to Access: Books Notes Library Technology Assessed By: Self Peer Teacher Task Description Students will create a ‘mini museum’ for fellow students in the library and display a diorama with commentary etc of the two time periods. Students will use information from past research to create their collage with commentary over 2 lessons. Task Background Students research a variety of aspects of the classroom/school throughout history and compare/contrast Mary MacKillop’s classroom with our modern day classroom. Procedure 1. Students will use prior knowledge to gather information on past and present classrooms/schools. 2. Students will individually create a diorama and a commentary comparing a classroom from 1865 to our modern day classroom. 3. All students will collectively create a ‘mini museum’ for fellow students in the library and display a diorama with commentary etc of the two time periods. Students will use information from past research to create collage with commentary over 2 lessons. Resources: Internet resources/ website, poster board, photographs, colouring pencils, books, shoe boxes, cardboard, glue, Styrofoam etc.