History Term 3rec Yr 1 2015

Sage Othams, Term 3 Reception Year One History Overview 2015
History Term 3, 2015

Purpose/ Aims: To develop each childs vocabulary around family and family structures. To increase their understanding of history as events or objects from
the past that can influence the future. To develop their understanding of their role in their own history, both past and future.
Achievement strands:
By the end Foundation Year, By the end of the Foundation year, students identify similarities and differences between families. They recognise how important
family events are commemorated.
Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.
By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe
personal and family events that have significance.
Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and
visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.
Curriculum Outcomes:
Historical Knowledge and Understanding
Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)
The different structures of families and family groups today, and what they have in common (ACHHK002)
How they, their family and friends commemorate past events that are important to them (ACHHK003)
How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums
(ACHHK004)
Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
How the present, past and future are signified by terms indicating time such as a long time ago, then and now, now and then, old and new, tomorrow, as well as
by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)
Differences and similarities between students' daily lives and life during their parents and grandparents childhoods, including family traditions, leisure time and
communications. (ACHHK030)
Historical Skills
Sequence familiar objects and events (ACHHS015) (ACHHS031)
Distinguish between the past, present and future (ACHHS016) (ACHHS032)
Pose questions about the past using sources provided (ACHHS017) (ACHHS033)
Explore a range of sources about the past (ACHHS018) (ACHHS034)
Identify and compare features of objects from the past and present (ACHHS019) (ACHHS035)
Explore a point of view (ACHHS020) (ACHHS036)
Develop a narrative about the past (ACHHS021) (ACHHS037)
Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022) (ACHHS038)
General Capabilities and Cross-curriculum priorities.
Aboriginal and Torres Strait Islander histories and cultures
Intercultural Understandings
Ethical Understanding

Week
Lesson Plan
World families- we are the same but we are different
Look at different pictures of families in Somoa, Iceland, Mali and Japan.
Have four groups- in pairs within these groups children think, pair, share about what family is to
them, and why they like their photo.
W eek 1
Discuss: who are the people in this family?

where might they live? Why do you think that?
What things in the picture are similar/different to your family?
When do you think this photo was taken, why?
Then in groups, capable child scribes for the groups- one sentence of what family means to them.
Children to find countries on the globe.
Finish off my making a wordle of what family means to the class. http://www.wordle.net/
Who are the people in my family?
Revisit photos from last week. Talk about those families and their structure. Read the 2 Families.
Read Tom Tom by Rosemary Sullivan.
Week 2
Discuss:
Who are the people in Tom Toms family?
How is it the same or different to your famil? What do the people in Tom Toms family do?
How is this the same or different to your family?
Outcomes
Who the people in their family are, where
they were born and raised and how they are
related to each
other (ACHHK001)
The different structures of families and
family groups today, and what they have in
common (ACHHK002)
Resources
Families of the world
Power point
Group- family means to me
page
Differences in family structures and roles

today, and how these have changed or
remained the same over time (ACHHK028)
Pose questions about the past using
sources provided (ACHHS017)
(ACHHS033)
Explore a range of sources about the past
(ACHHS018) (ACHHS034)
Use a range of communication forms (oral,
graphic, written, role play) and digital
technologies (ACHHS022) (ACHHS038)
Explore a point of view (ACHHS020)
(ACHHS036)
Who the people in their family are, where
they were born and raised and how they are
related to each
other (ACHHK001)
The different structures of families and
family groups today, and what they have in
common (ACHHK002)
My family portrait
template
Tom Tom by Rosemary
Sullivan
Families, Sharon
Calleguillos, Perri-Ann
Kelly,
Families, Alew Barlow and
Marji Hill
Complete family portrait. Talk to kids about who they might include, i.e. grandparents if you live
with them, pets, etc.

Push pins, string, map of

South Australia
Come back as a class- compare pictures.

Who has the largest family? Who has the smallest family?
What can you observe about other peoples family?

(ACHHS036)
Prepared leaves and trunks

for trees
Identify and compare features of objects

Who has the main caring role in your family?
Whose family has a pet?
from the past and present (ACHHS019)

(ACHHS035)
Identify someone whos family is similar to yours? And someone whose family is different.
Show photos of families of those that have bought them in. Locate birth places on the map and pin
photos up. What jobs do the people in your family have?
Review Tom Toms family members. Make him a family tree.
Week 3
Model making a family tree as a way to see how our family members are related- siblings at top,
parents at second level, grandparents at third level. Aunties/uncles go next to their sibling.
(Pupil Free Day)
Roles that members of family have
Watch the film clip- a Day in the life of Lucy (World Vision).
List the jobs that Lucy did to help her family.
What jobs did her mother do?
Discuss what jobs their parents do, and what jobs they have?
Week 4
Make a Venn diagram to show the similarities and differences between the jobs that your family
does and Lucy's family does.
Choose an image from the pictures athttp://www.globaleducation.edu.au/teaching-activity/whoare-the-families-of-the-world-f-2.html
Describe what work is happening in the photo, why it is happening and who is doing it.
Complete the sentence: This family is
Talk about childrens returned notes. What jobs did their parents have as kids? What jobs do they
have? Create a T-chart of then and now.

(ACHHS035)
(ACHHS036)
Develop a narrative about the past
Brainstorm powerpoint.
Venn Diagrams
T-Chart

My role in my family history
Children to bring in items from their history from home.
Model using my own items from my history. Use language, when I was a baby, when I was a little
bigger, when I was a 4 or 5, when I was grown up, not long ago, etc.
Children to take turns to talk in small groups about the things they have bought in and what they
represent in their history.
Tell a story about the object:
Week 5
When was the object used?

What was the object used for?
Where was the object used?
Who owned or used the object?
What event happened at the time?
Why did you choose this object?
Describe the similarities and differences between the objects in your collection.
What does this object show you about how your life has changed from the present to the present?
What changes may happen in the future? Children draw a picture/write something they would like
to happen in the future. i.e. Miss O would really like to build a house.
Children to sequence their items. Those that are capable tell a story about them.
Lets remember the good times.
Week 6
Pass around the mystery bag of celebrations items.

Share discuss:
When do you think this item might be used?
Why do you think this might be important to someone?
What does this picture tell us?
Does your family have anything similar to this?
How the stories of families and the past can

be communicated, for example through
photographs, artefacts, books, oral
histories, digital media, and museums
(ACHHK004)
How the present, past and future are
signified by terms indicating time such as a
long time ago, then and now, now and
then, old and new, tomorrow, as well as
by dates and changes that may have
personal significance, such as birthdays,
celebrations and seasons (ACHHK029)
Items from home.

My history items.
In the future doc.
My storyline document.
Sequence familiar objects and events

Distinguish between the past, present and
future (ACHHS016) (ACHHS032)
(ACHHS035)
How they, their family and friends

commemorate past events that are
important to them (ACHHK003)
How the stories of families and the past can
be communicated, for example through
photographs, artefacts, books, oral
histories, digital media, and museums
(ACHHK004)
Collection of celebrations
items- card, party hat,
candles, invitations, mask,
photos, wrapping paper,
red lantern,
Celebrations doc.
Video clips- particularly
NAIDOC week in Byron Bay

Watch Ramadan clip/christening clip/ celebrating 1st birthday/celebrating Christmas/ Aboriginal
celebrations (NAIDOC week) http://www.australia.com/en/events/aboriginal-events.html

(ACHHS033)
Brainstorm different kinds of celebrations you know, weddings, christenings, ANZAC day, birthdays,
Chinese New Year, etc.

Choose one youd like to know more about- where and when does this celebration happen. Who
celebrates this?
Early Finishers- Watch the clip-10 celebrations from around the world.
https://www.youtube.com/watch?v=Burc-fCcajI
Evidence from the past/ Including Aboriginal way of life
Week 7
Introduce the concept of kitchens,

Why do we have kitchens?
What happens in them?
How does it happen?
Ask them if they think Kitchens have always been the same, were their parents and grandparents
kitchens the same. Prompt them to think about changes to water supplies/gas/electricity, tools to
cook with, how food is storied and prepared, types of food available.
As a class- look at photos of Kitchens/Milk across the years. What things are familiar in all the
pictures? What things are different? Get a child to come up and sequence them. Tell them the
features might help them sequence them.
Talk about the 1950s picturetalk about kitchens have changed to store more/be more
efficient/less physical placesappliances are designed to do the work for us. Get them
Ask whether Aboriginal people wouldve had kitchens? How would they have cooked and prepared
their meals? http://www.indigenousaustralia.info/food/food-preparation.html
http://www.start-a-new-life-in-australia.com/aboriginal-food-facts.html
http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/daily-life/wa/daily-life/aboriginal-peopleand-torres-strait-islanders/traditional-life

(ACHHS035)
(ACHHS036)
Differences and similarities between
students' daily lives and life during their
parents and grandparents childhoods,
including family traditions, leisure time and
(ACHHS033)
(ACHHS035)
Photos of historical objects

Power point of old
kitchens/progression of
milk, etc.
Comparison doc for
Aboriginal food
preparation/kitchen
Videos of Aboriginal food
preparation methods

Where did they get food from?
What did they use to cook their food?
What did they use to put their food in?
What did they eat in?
Where did they get their water from?
What food did they eat?
Week 8
In groups- look at photos of different objects. What do they think they were used for? Who used
them? Do we still have them now? Can you think of something else that might be used instead now?
Looking at Toys from the past.
Bullroarer
In small groups explore old toys- talk about the differences and similarities with toys of today.
Toys from the past/photos
How are these toys different/the same?

Who wouldve used them?
What are they made of?
Do they need batteries/electricity?
Are they indoors or outdoors games? What types of games do we play with most today?
Indigenous games
PDF
Look at Kandomarngutta (Aboriginal game). What is this game? What materials were used to make
it? Why do you think they used these materials? Why not plastic?
Have a go at using it. What do we need to think about in terms of safety?
Balls-basketballs. Softballs.
As above
Also look at Jillora, Gorri, moka bandi and chuboochuboo.

Why were these games played?
Who played them? Why couldnt women play?
Do they know if their grandparents/parents have played these games?
Time to use/play with games in small groups.
Week 9
Looking at Games and toys played around the worldView Powerpoint/ clips of Thai/Japanese/Hispanic /IndianTraditional Games.
Discuss these games.
Are any the same as here? How so, or how are they different?
What materials/toys do they use? Why do you think they use these?

(ACHHS035)
Games
Games played around the
world doc.

Why would they be different in another part of the world? Would the weather/culture make a
difference?
Is there any game that is new to them or interests them?
Pick on- Why do you like it? Illusrate it.
Go out to play In the pond( Indian) Catch the mouse (Hispanic) Four Square (Indian).
Wilmington Toy Museum/Puppet Museum Excursion
Review of ExcursionWhat did I learn? What did I like best? Which toys did I found interesting? What would I like to learn
more about?
Think about the toys we saw. What things did we notice?
Week
10
Create a toy of the future. First design a toy. What will be the purpose, who will play with it? What
will it look like, how will the bits move?
Create using construction items.
Links to: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006)
Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
Skills:

(ACHHS033)
(ACHHS035)
Increase vocabulary regarding family, family structures and roles, comparison (such as same, different, similar, identical, etc.)
Develop the skills to observe and describe a family.
Explore their understanding about different family structures.
Develop research and questioning skills.
To develop the ability to participate in group work and display traits such as respect, cooperation, negotiation, etc.
Ability to work with others or independently in a given situation.
Routines such as waiting, hand up in the air for the teacher to approach them when finished or needing assistance.
Refection template
Design template

Assessment:
Observation
Discussion
Documentation
Key Questions:
What is my history and how do I know?

What stories do other people tell about the past?
How can stories of the past be told and shared?
How has family life changed or remained the same over time?
How can we show that the present is different from or similar to the past?
How do we describe the sequence of time?
http://www.nma.gov.au/engage-learn/schools/classroom-resources/activities/feeding_the_family
http://aso.gov.au/titles/home-movies/archibald-family/clip5/#
http://splash.abc.net.au/home#!/media/522321/ (celebrating birth of baby)
http://splash.abc.net.au/home#!/media/522365/ (celebrating a baptism)
http://splash.abc.net.au/home#!/media/522343/ (celebrating a first birthday)
http://splash.abc.net.au/home#!/media/1278687/ (celebrating Christmas)
http://splash.abc.net.au/home#!/media/611452/bush-christmas (Christmas at a bush school)
http://splash.abc.net.au/home#!/media/1341806/in-the-past-christmas-in-the-city (Christmas in the city)
http://splash.abc.net.au/home#!/media/29466/ramadan (what is ramadan)
http://splash.abc.net.au/home#!/media/1264247/ (first day jitters)
http://splash.abc.net.au/home#!/media/1264225/ (lunch of first day of school)
http://splash.abc.net.au/home#!/media/85844/school-in-the-1940s
http://splash.abc.net.au/home#!/media/1264291/ (school pickup) http://www.boredpanda.com/where-children-sleep-around-the-world/ (childrens bedrooms
).

History Term 3rec Yr 1 2015

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Sage Othams, Term 3 Reception Year One History Overview 2015

History Term 3, 2015

Aboriginal and Torres Strait Islander histories and cultures

Sage Othams, Term 3 Reception Year One History Overview 2015

Discuss: who are the people in this family?

Differences in family structures and roles

Use a range of communication forms (oral,

Push pins, string, map of

Come back as a class- compare pictures.

Explore a point of view (ACHHS020)

Prepared leaves and trunks

Identify and compare features of objects

Sage Othams, Term 3 Reception Year One History Overview 2015

from the past and present (ACHHS019)

Identify and compare features of objects

Sage Othams, Term 3 Reception Year One History Overview 2015

When was the object used?

Pass around the mystery bag of celebrations items.

How the stories of families and the past can

Items from home.

Sequence familiar objects and events

How they, their family and friends

Sage Othams, Term 3 Reception Year One History Overview 2015

Pose questions about the past using

Explore a range of sources about the past

Evidence from the past/ Including Aboriginal way of life

Introduce the concept of kitchens,

Identify and compare features of objects

Photos of historical objects

Sage Othams, Term 3 Reception Year One History Overview 2015

Toys from the past/photos

How are these toys different/the same?

Also look at Jillora, Gorri, moka bandi and chuboochuboo.

Differences and similarities between

Sage Othams, Term 3 Reception Year One History Overview 2015

Differences and similarities between

Sage Othams, Term 3 Reception Year One History Overview 2015

What is my history and how do I know?

http://splash.abc.net.au/home#!/media/1264291/ (school pickup) http://www.boredpanda.com/where-children-sleep-around-the-world/ (childrens bedrooms

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