Lesson Plan

Day: ______________ Date: __________ Time: _________ Class: year 3

Subject: English/Art/History Topic: Exploring Multiculturalism through art
Students Prior Knowledge and Experience:
Children are familiar with using iPads
Children have learned about Aboriginal and Torres Strait Islander histories and cultures
Learning Purposes:

ACARA connections:

Students use various

technologies and programs to
create stop-motion
animations as an art medium
to explore differences
between cultures and
histories by comparing and
contrasting.

English (p.27 EAL/D resource)

Understand that languages have different written and visual communication
systems and oral traditions, and different ways of constructing meaning
(ACELA1475)
Understand that successful cooperation with others depends on shared use of
social conventions, including turntaking patterns and forms of address that vary
according to the degree of formality in social situations (ACELA1476)
Learn extended and technical vocabulary and ways of expressing opinion,
including modal verbs and adverbs (ACELA1484)
Listen to and contribute to conversations and discussions to share information and
ideas and negotiate in collaborative situations (ACELY1676)
Plan and deliver short presentations, providing some key details in logical
sequence (ACELY1677)

Students work collaboratively

to create and present their
work to the classroom in the
form of a short, logically
sequenced presentation
Students develop respect and
understanding toward diverse
cultures including their
traditions, histories and
perspectives
Students feel their own
cultures and languages are
valued and respected in the
classroom

History
Celebrations and commemorations in other places around the world; for example,
Bastille Day in France, Independence Day in the USA, including those that are
observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter,
Hanukkah, the Moon Festival and Ramadan (ACHHK064)
Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS071)
Identify different points of view (ACHHS069)
Sequence historical people and events (ACHHS065)
Use historical terms (ACHHS066)

EAL/D students English skills

are supported through groupwork, and translation
alongside other childrens
English writing

Geography
The similarities and differences between places in terms of their type of
settlement, demographic characteristics and the lives of the people who live there
(ACHGK019)
Develop geographical questions to investigate (ACHGS019)
Collect and record relevant geographical data and information, for example, by
observing by interviewing, conducting surveys, measuring, or from sources such
as maps, photographs, satellite images, the media and the internet (ACHGS020)
Present findings in a range of communication forms, for example, written, oral,
digital, graphic, tabular, and visual, and use geographical terminology
(ACHGS024)

Student Evaluation:
Explicit marking rubric to

Differentiation strategies for EAL/D students (shown in lesson

with blue highlighting):

assess the process and end

product of students
animations to ensure
students understand and
achieve learning outcomes.
Including team work skills,
creativity, originality,
comparison and contrast,
exploration of cultures
Peer and self-evaluations that
address effectiveness or
group co-operation, selfimprovements, feelings about
the lesson and incorporation
of their cultures, and personal
reflections on the finished
project.

Explicitly teach group-work skills for students who are unfamiliar with
group work.
Incorporating their own language to the animation so they feel their
culture and languages are valued in the classroom and to improve their
confidence.
Regularly visit each group during the activity to support them to engage
in the group, use their oral language and translate unknown words with
a bi-lingual dictionary create a personal glossary for unknown words.
Provide ample time for students to prepare their class presentations so
they can rehearse unknown words with help from their peers and
increase confidence.
Assessing their group work skills and contribution to the project rather
than only the presentation supports students with limited English and
anxiety presenting
More casual oral language context as opposed to formally written
supports children to develop their language skills in a relaxed
environment and see their home language alongside English.
Supported by their peers as more experienced English speakers;
collaboration to translate the languages

Preparation and Resources:

5 tripods
5 iPhones/iPads
5 x 5 different colours of scrapbooking paper, scizzors, pencils, permanent markers; enough for each of
the 5 groups
5 small portable whiteboards
Examples: https://www.youtube.com/watch?v=QY0oCWP5RQk
https://www.youtube.com/watch?v=r9mcXuv5X9Y
https://www.youtube.com/watch?v=eJlqQSMifqk

https://www.youtube.com/watch?v=3XKz9OroWHU
Learning Experiences:
Introduction
Show example of stop motion video to show children (see preparation for example). Then model and
tell children briefly how they are going to make their own stop-motion animation video. (Demonstrating
supports children with limited English and enables them to see the process of constructing a stopmotion video so they can understand even if they dont understand the language used. Having a preprepared or Youtube video to provide children with instructions will enable them to re-watch when they
are unsure so they dont feel nervous asking questions).
Main Body
Brainstorm with children about if theyve ever seen a stop-motion animation before or even done them

themselves. What does it look like theyve used to make their video? What else could we add (e.g. 3D
Objects, music, sound effects). Explain to children they are going to create a stop-motion animation
that compares and contrasts non-Aboriginal Australian culture and history with either their own cultures
or Aboriginal and Torres Strait Islanders. (Children from diverse backgrounds can compare their cultures
and backgrounds to Australian. Children from diverse language backgrounds can incorporate their
native languages into the animation alongside the English translations.
Split the children into groups. (When separating children into groups, have native English speakers with
non-native speakers so they can be exposed to oral language). Children work in groups of 5 or 6 to
plan, create and present their stop motion video. Visit each group throughout the activity to offer
questioning, advice, support or suggestions where necessary.
Closure/Transition
Students save their work and pack up ready for home time.
LESSON 2 CONTINUATION
Students work on their stop-motion animation then add any final touches such as credits or a title.
Students work in their groups to prepare their presentation for the class. (If required, provide ample
time for students to prepare their class presentations so they can rehearse unknown words with help
from their peers and increase confidence).
Closure
Children then introduce and present their animation to the class. They discuss who contributed to which
parts to the project and what their animation is about. (EAL/D students can read their parts in their
native language or talk about the parts pertaining to their culture in English).
Closure/Transition
Students save their work and pack up ready for home time.
Lesson Evaluation:

Differentiation/upper years
More complex stop motion animation such as 3D with objects such as boxes, creating 3D backdrops
Represent significant historical events in history through stop motion animation such as wars, the first
fleet. For example: https://www.youtube.com/watch?v=ZoinsOBnFvA