Lesson Plan 1

Topic area: Stage of Learner: 4 Syllabus Pages:

The Polynesian Expansion across
the Pacific (c. AD 700-1756)
Date: 1/8/2017 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 25 Printing/preparation:

Worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment: Theories and about - Identify the
geographic extent
HT4-4 :describes major periods of The assessment in this
the origin and spread and natural features
historical time and sequences events, lesson is formative, of Polynesian settlers of Polynesia.
people and societies from the past where the class throughout the Pacific - Locate the Pacific
discussion will act as an regions settled by the
HT4-9: uses a range of historical terms indicator of whether (ACDSEH013 Polynesians.
and concepts when communicating an the students are
understanding of the past understanding the
geographical extent of
the Pacific Ocean and
just how grand the
migrations were.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills:
- Numeracy - Continuity and change
- Cause and effect

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.6 Substantive This is present in the lesson plan as students communicate their understanding by
communication completing the worksheets and the Kahootz quiz.
2.2Engagement This evident in the lesson as the tasks set out are creative, allowing students to use their
imagination when colouring the map of the Pacific Ocean and the Polynesian islands, as
well as the Kahootz quiz which should keep their attention during the allocated time frame.
3.1 Knowledge This is indicated where the students are learning about the geographic location of the
Integration Polynesian islands, and they are required to integrate their knowledge in this activity.

Time Teaching and learning actions Organisation Centred

T/S
5 Mark the roll, settle students and write Teacher: Marks the roll, and the T
learning intention on the board. writes learning intention on the
whiteboard.
Learning Intention: “We will learn about
the migration of Polynesians across the Student:
Pacific Ocean.”
Resources: class roll, whiteboard
marker.
10 Activity 1: Ask students what pre- Teacher: Instructs students to S
existing knowledge they know about login with game pin on KAHOOTZ
Polynesia and the Pacific and ask them
to complete a mini Kahootz Quiz on Student: Logs into IPads enters
allocated devices. Kahootz Quiz: “What game pin and completes quiz.
do YOU know about Polynesia?”
Resources:
Questions in quiz include: Kahootz Quiz, IPads.
- “How many islands in
Polynesia?” https://play.kahoot.it/#/k/d74ca0b6-
- “What are the staple foods?” acff-40bd-ac17-4ea539973d49
- “What did the Polynesians use to
cross the Pacific Ocean?”
- “True or False? The Pacific
Ocean is the biggest ocean on
Earth and covers more than 30%
of the earth’s surface.”

Followed by Class discussion, asking

students what they would like to learn
about in relation to Polynesia.
15 Teacher:

Student:

Resources:

20 Explain that students will be examining Teacher:

the various theories about the origin and
spread of Polynesian settlers throughout Student:
the Pacific.
Resources: Worksheets
Introduce students to the waka (canoe),
the main form of seafaring of the
Polynesians, and complete the following
tasks on a worksheet:

- Students get to colour in the

waka
- Label the following features of
the early waka, including the hiwi
(hull or body of the boat), the
tauihu (prow or front), the
taurapa (stern or back) and the
rauawa (gunwales or upper
edges along each side).
25 Teacher:

Student:

Resources:
30 Teacher:

Student:

Resources:
35 Discuss as a class, the significance of Teacher: T
the addition of sails to sea-going vessels
and brainstorm ideas about the Student:
difficulties of navigating the Pacific
Ocean using only the waka. What Resources:
preparations would need to be made
before such a journey? What provisions
would be required?
40 Teacher:

Student:

Resources:
45 In the last 15 minutes of class, ask Teacher: Hand out worksheets and T
students to label clearly on a worksheet colouring pencils.
the location of different settlements
across the Pacific Ocean and the ask Student: Complete worksheets.
students to trace where they think the
migration occurred the most across the Resources: Worksheets, colouring
Pacific Ocean. pencils.
50 Teacher:

Student:

Resources:
60 Ask students to glue worksheets in their Teacher: T
books,
Student:
Quick recap of lesson and administer
homework to the class.
Resources:
For homework, ask students to research
why the voyagers took place and what
sources might be available to historians
and archaeologists to help answer this
question.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I have learnt that it is important to be creative when introducing students to a new unit of
work which is why I added a kahootz quiz, and several other small activities where students
need to be actively engaged in their tasks.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-4 Informal assessment- This will be measured in the class
discussion where we will be describing the period of
Polynesian expansion.
HT4-9 Informal assessment- This is will be measured and recorded
once students complete their first activity based on
Polynesian seafaring, where students are asked to label the
waka (canoe), this helps students to gather an
understanding of what the main form of seafaring is.

Other considerations

Graduate Evidence within this lesson

Standards
2.2 Content The content in the lesson plan is effective in meeting the outcomes as the
selection and content selected is in a coherent order/sequence.
organisation:

3.3 Using Lesson plan 1 has various teaching strategies imminent in the lesson, for
teaching instance, the kahootz quiz is a creative way to get children engaged in the
strategies content as well as drawing on their prior knowledge.
4.1 Support The aims of lesson plan 1 are to support student participation and
student engagement in the classroom through creative tasks that are still meeting
participation the outcomes/content of the syllabus.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
The lesson is aimed at students at a mixed ability level, however if there is an
incident in the classroom, it will be reported and investigated with the appropriate
action to prevent any further incidents occurring.

References (In APA)

NESA, (2017). History K-10 Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/hsie/history-k10/

Pantermarakis, J (2017). Intro to Polynesia [Online quiz]. Retrieved from

https://play.kahoot.it/#/k/d74ca0b6-acff-40bd-ac174ea539973d49
Resources Attached:
: https://play.kahoot.it/#/k/d74ca0b6-acff-40bd-ac17-4ea539973d49
1. Colour in & label where you think the Polynesian countries are.
2. Label the Pacific Ocean.
3. Trace where you think the Polynesians voyaged.
1. Colour in the waka (canoe)
2. Label the following features of the early waka, including the hiwi (hull or body of the
boat), the tauihu (prow or front), the taurapa (stern or back) and the rauawa (gunwales
or upper edges along each side).
Lesson Plan 2

Topic area: The Polynesian Stage of Learner: 4 Syllabus Pages: 74

Expansion across the Pacific (c. AD
700-1756)
Date: 2/8/2017 Location Booked: Classroom Lesson Number: 2 /3

Time: 60 minutes Total Number of students: 25 Printing/preparation: N/A

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
uses evidence from sources to
support historical narratives and
explanations HT4-6 〉
identifies and describes different
contexts, perspectives and
interpretations of the past HT4-7
Lesson assessment: Theories about the origin outline theories about the
and spread of Polynesian origin and spread of
Informative settlers throughout the Polynesian settlers
assessment in form Pacific (ACDSEH013) throughout the Pacific
of debate.
describe the different
societies of Polynesia

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills:
- N/A - Perspectives

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires students 1.3 Problematic communication
to engage in higher-order thinking and to communicate substantively about knowledge
what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers criteria 2.5 Students’ self
work productively in an environment clearly focused on learning. Such pedagogy 2.2 Engagement regulation
sets high and explicit expectations and develops positive relationships between 2.3 High Expectations 2.6 Student direction
teacher and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.6 Narrative
prior knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.3 This is present in the lesson as students are conducting a debate where they have to analyse
Problematic alternative perspectives/theories on the Polynesian expansion and demonstrate their
knowledge understanding in relation to the topic question.
2.2 Engagement can be measured with their performance during the debate, as students would
Engagement have to pay attention and be seriously engaged in organising their arguments for the
debate.
3.4 Inclusivity The structure of the debate (two groups) allows all students across diverse cultural
background to be included in task, as all students are required to work together.

Time Teaching and learning actions Organisation Centred

T/S

5 Greet students, mark the roll, check homework and Teacher: Marks roll, gives T
write learning intention on the board. instructions, checks homework and
writes on the board.
Learning intention: We will learn about the different
theories about the origin and spread of Polynesians Student: Students sit down at
across the Pacific Ocean. desks.

Resources: Whiteboard marker,

roll, pens.
10 Quick recap of last lesson and explain to the students Teacher: Gives explanation. T
that we will be investigating theories and research
relating to migration across the Pacific Ocean by Student:
conducting a debate. “Did Polynesians discover America
or did South Americans discover Polynesia?” Resources:

Explain to student that they will be required to record

evidence that relates to validity, reliability, sources,
accuracy.

15 Ask class to watch video clips/excerpts on screen/tv, as Teacher: Plays film excerpts. S
well as taking notes.
Student: Watch videos and write
Guide the note taking remind/probing students to look notes
at sources, artefacts, reliability, & evidence.
Resources: TV or smartboard, video
links
20 Teacher:

Student:
Resources:

25 Teacher:

Student:

Resources:
30 After watching videos split the class into 2 large groups Teacher: Splits class into two
(Group 1 and Group 2) and distribute each side an groups.
alternate perspective and give them 5 minutes to Student: Collaborate notes, and
collaborate notes and prepare their arguments, as well assign peers into designated roles.
as, allocate specific speakers for different arguments. Resources:

Let students know they only have 10 minutes to

prepare for debate.
 Adjustment: If you notice any students not
understanding or participating ask them to note take,
and keep record of the time.
35 Ask students to stop forming their arguments and ask Teacher: ST
Group 1 to begin the debate.
Student:
Debate is to go for approximately 10-15 minutes
Resources:
40 Teacher:

Student:

Resources:
45 Teacher:

Student:

Resources:
50 If not already done, conclude the debate and reward Teacher: T
students for their efforts.
Student:

Resources:
60 Conclude lesson and tell students that for homework Teacher: T
they have to research evidence, sources and determine
where they think the Polynesians migrated from: either Student:
South East Asia or South America.
Resources:

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I have learnt to adjust specific elements when preparing the debate activity to fulfil the
needs of students at varying levels. I wanted to make the lesson more flexible but still
meet the outcomes and content points of the syllabus, whilst encouraging inclusive
student participation and engagement in classroom activities.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-6 Informal assessment- as students have to use evidence for
sources to support or disagree with historical narratives
and explanations for their debate.
HT4-7 Informal assessment- this is in the form of a debate, as
students look at different contexts, perspectives, and
interpretations of the Polynesian expansion in the film clips.
Other considerations

Graduate Standards Evidence within this lesson

1.5 I have made a clear adjustment in the debate that prevents

students from feeling left out if they are not comprehending the
task itself and have given them different responsibilities for the
task. For instance, allocating speakers, recording the time for the
debate and adding up points.
3.1 This is evident as students have clear goals of what they need to be
looking for: evidence, perspectives, sources and reliability for their
debate.
4.1 In my adjustment I have met this standard, as I have identified a
different strategy to support inclusive student participation and
engagement in classroom activities. For instance, allocating
speakers, recording the time for the debate and adding up points.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

The key risk issues are in the youtube clips that are prepared for the lesson, however,
before lesson starts, it is important to review your materials to ensure they are appropriate
for stage 4 students.

References (In APA)

NESA, (2017). History K-10 Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/hsie/history-k10/

Room1225. (2010, June 24). Polynesian Discovery Part 1 [Video file]. Retrieved from
https://www.youtube.com/watch?v=tuJk_a4iWj0
FastTheLatestNews. (2013, July 12). The Story of Kon-Tiki [Video file]. Retrieved from
https://www.youtube.com/watch?v=1mfl6iZbyfo

Resources Attached:
https://www.youtube.com/watch?v=1mfl6iZbyfo
https://www.youtube.com/watch?v=tuJk_a4iWj0
 Lesson Plan 3

Topic area: The Polynesian Stage of Learner: 4 Syllabus Pages: 74

Expansion across the Pacific (c. AD
700-1756)
Date: 3/8/2017 Location Booked: Computer room Lesson Number: 3 /3

Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment -Theories about the origin
and spread of Polynesian
describes and explains the causes and settlers throughout the
effects of events and Pacific.
developments of past
societies over time HT4-4 -The way Polynesian societies
used environmental
resources (sustainably and
unsustainably), including the
extinction of the moa in New
Zealand, the use of
religious/supernatural threats
to conserve resources, and
the exploitation of Easter
Island’s palm trees.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Difference and Diversity Continuity and change
Intertextuality Cause and effect
Sustainability
describe the different societies
of Polynesia
describe key environmental
resources of Polynesian
societies
asses Polynesian uses of
environmental resources in this
period, including:
- The extinction of moa
in New Zealand
- The use of
religious/supernatura
l threats to conserve
resources
- The exploitation of
Easter Island’s palm
trees.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Higher- This is evident in the group task, as students have to organise, analyse and evaluate the
order thinking information they find on environmental resources in Polynesia in order to present it
coherently to the class.
2.4 Social As students will be required to form groups, bonds will be established and students will be
support assisting eachother when creating their presentations. Social support is recognised in
performance-based tasks such as group presentations.
3.4 Inclusivity This is indicated in the lesson as all students have to form a small group in order to fulfil
what is expected of them in the lesson.
Time Teaching and learning actions Organisation Centred
T/S
5 Mark the roll, greet students. Quick check of homework. Teacher: T

Let students know that the lesson will be taking place in the Student:
computer room, and walk to computer room.
Resources:
10 Class discussion: Once seated in computer room have a Teacher: S
class discussion about the different Polynesian societies and
write the notes/brain storm on the board their key Student:
features.
Resources: Whiteboard marker

15 Teacher:

Student:

Resources:

20 Explain that we will be learning about environmental Teacher: S

resources in Polynesian societies and let students know
they will be creating a presentation. Student: develop presentations using
ICT
In groups of 4-5 students, each group will have to find and Resources: Computers, Power Point
an assess environmental resources, sustainability or Presentations
unsustainability used in Polynesia. Each group will be given
choice of:
- The extinction of moa in New Zealand
- The use of religious/supernatural threats to
conserve resources
- The exploitation of Easter Island’s palm trees

Groups also have the option of finding their own

environmental resource in this period.

25 Teacher:

Student:

Resources:
30 Teacher:

Student:

Resources:
35 Teacher:

Student:

Resources:
40 Teacher:

Student:

Resources:
45 Begin the presentations on environmental resources, asking Teacher: S
each group to come up one at a time to display their
research/findings. Student:

Repeat this until class lessons finish. Resources: Projectors, USB ports,
presentations.
50 Teacher:

Student:

Resources:
60 Dismiss class. Teacher:

Student:

Resources:

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
When preparing this lesson I decided to remove the students from the classroom,
and actually take students to the computer room to change the setting. I have learnt
that it is important to move students around and get them to collaborate, as it
allows students to share their ideas and have their support of their peers, as well as,
clarifying any misconception they may have about their research topic.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
HT4-4 Informal assessment in the form of a PowerPoint
presentation at the end of the class where students will
be describing various environmental resources and their
developments (sustainability) over time.

Other considerations

Graduate Evidence within this lesson

Standards
2.6 This is clear as I have implemented using ICT to expand on environmental
resources to enhance the learning opportunities for students.
3.1 This is evident as students have clear goals of what they are meant to be
researching and that they have to create a PowerPoint presentation.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
The main risk issue that may arise in the lesson is the handling of computers. However,
with direct instruction on how to use computers safely this will be reduced or entirely
eradicated within the lesson.

References (In APA).

NESA, (2017). History K-10 Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/hsie/history-k10/

Resources Attached:
N/A
Rationale:

These lesson plans are set out for a year 8 (Stage 4) mixed ability class, focusing on

depth study 5, more specifically The Polynesian Expansion across the Pacific (c. AD

700-1756). The reason why I chose this topic is because I believe that Polynesian

history is relevant to our contemporary society as they are neighbouring nations to

Australia and it is important that we know how deep their history is. The lesson plans

start at the beginning of the topic, where in lesson plan 1 students are looking at the

geographic extent of the Pacific Ocean and just how vast and spread out the nations

are, also, in lesson plan 1 they are also looking at tracing migrations across the Pacific

and the vessels Polynesians used to voyage across the ocean. In lesson plan 2,

students move on to looking at different theories about migration, with perspectives of

Thor Heyerdahl and youtube clips that focus on evidence of migration. Lastly, lesson

plan 3 moves on from the various migration theories, rather focusing on various

environmental resources used in Polynesia: the extinction of moa in New Zealand; the

use of religious/supernatural threats to conserve resources and the exploitation of

Easter Island’s palm trees.

With Information & Communication Technology (ICT) being a general capability

(NESA, 2017), I found it important to implement it as a tool for students, in the form

of an IPad in lesson 1 so they can complete their kahootz quiz, and secondly through

shifting the classroom to the computer room in lesson plan 3. When using ICT

appropriately it can enhance the opportunity for learning in numerous ways, for

instance, increasing learner motivation and engagement, supporting their active

participation in the class room (standard 4.1; Meenaskhi, 2013). The research task in

lesson plan 3 allows students to use computers for not only researching, but

presenting the evidence and materials they have found in the form of a PowerPoint
presentation, which gives them a different platform to express themselves. In this

case, ICT actually promotes a shift from a teacher centred activity, to a student-

centred activity, as they are allowed to pick one of the environmental resources or

choose one on their own, allowing them to grow autonomously.

Group work is fundamental when aiming to encourage and support student

participation in classroom, as students can openly communicate about their task with

eachother, for example, they will also be able to make suggestions, share ideas, clarify

any misconceptions, listen, agree or disagree and finally come up with concrete

definitions and descriptions at the topic at hand (Cohen & Lotan, 2014; Boas & Gazis,

2016). I decided to implement group work in lesson plan 2, in the form of two teams

for a debate, and in lesson plan 3, in the form of small groups. Not only do the

activities aim to fulfil the outcomes and content points of the syllabus, it will also

improve intergroup relations by building rapport amongst students. Participating in

group activity also has the potential to improve students critical and creative thinking

skills, as they will feel more inclined to share their ideas and opinions.

My pedagogical practices tried to use elements of Social Support and Inclusivity in

reference to the NSW Quality Teaching Model (Ludwig & Gore, 2003). I tried to

make my lesson plans majority student centred, in order to assist introverted students,

who don’t engage actively in lessons. In small group activities, these students are

given the opportunity to have their ideas heard and discussed, as well as assisting

them to break the barrier, and become active students in the classroom. Creating

group activities enhance the social support in the classroom, as students feel they

belong to their group, this is important as inclusivity relates to giving students the

belief that their education is important, and they are seen and heard (MIttler, 2005).
In lesson plan 2 and 3, the concept of collaboration is essential, as students are

encouraged to work together and allocate roles and responsibilities amongst

themselves. The tasks are aimed for students to share the workload, for instance, in a

debate, teams have to allocate speakers, and a time keeper in reference to lesson plan

2, and in lesson plan 3 students can share the workload by researching different

elements of their chosen environmental research, in addition to creating the

PowerPoint presentation equally as well. The purpose of these tasks are not only to

develop their critical thinking skills, but also develop a rapport amongst their peers.

During the three lesson plans I met four outcomes in the syllabus: HT4-4, HT4-6,

HT4-7 and HT4-9 whilst matching them to two content points in the depth study The

Polynesian Expansion across the Pacific (c. 700-1756): Theories about the origin and

spread of Polynesian settlers throughout the Pacific and the way Polynesian societies

used environmental resources. Across the three lesson plans, students had to describe

and use a range of historical terms and concepts to grasp an understanding of the past,

as well as, use secondary sources to support historical narratives and explanations,

this is evident in lesson plan 1, where students have to identify a canoe (waka) that

was used for seafaring and illustrate their idea of how vast Polynesia is. In lesson plan

2, the class have to assess the reliability of the sources and draw on different

perspectives to create their conclusions about the migration of Polynesian settlers

across the Pacific. In lesson plan 3, students have to use higher-order thinking in their

group activity to organise, analyse and present their information they found in regards

to the use of environmental resources used in Polynesian societies.

Upon reflection, I aimed to make the lesson plans creative with the integration of

pedagogical tools like ICT and worksheets, gives the students a different platform to

express the knowledge they have attained. With special focus on some collaboration,

as well as classroom discussions, students are able to share their ideas together, which

will in turn make them feel included and supported within a positive learning

environment.
Reference List:

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards

forteachers/standards/list

FastTheLatestNews. (2013, July 12). The Story of Kon-Tiki [Video file]. Retrieved
from https://www.youtube.com/watch?v=1mfl6iZbyfo

Pantermarakis, J (2017). Intro to Polynesia [Online quiz]. Retrieved from

https://play.kahoot.it/#/k/d74ca0b6-acff-40bd-ac17
4ea539973d49

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom

practice guide Retrieved from

http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003Quality_Teach

ng_Gu de.pdf

Meenakshi, K. (2013). Importance of ICT in Education. Journal of Research &

Method In Education. 1 (4) 03-08. Retrieved from

http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web

cd=1cad=rj&uact=8&ved=0ahUKEwifq87zjnTAhVGJ5QKHVXjCw

QFggpMAA&url=http%3A%2F%2Fwww.iosrjournals.or%2Fiosr

jrme%2Fpapers%2FVol-1%2520Issue

4%2FB0140308.pdf%3Fid%3D1681&usg=AFQjCNE0IhakLFyMsX

SnRxdDWzmRwCQ

Mittler, P. (2012). Working towards inclusive education: Social contexts. Routledge.

NESA, (2017). History K-10 Syllabus. Retrieved from

http://syllabus.nesa.nsw.edu.au/hsie/history-k10/

Room1225. (2010, June 24). Polynesian Discovery Part 1 [Video file]. Retrieved
from https://www.youtube.com/watch?v=tuJk_a4iWj0