Outline: Sailing The Seven Seas

Outline: Sailing the Seven Seas Middle Childhood Integrated: History – Year 4 Total notional hours: 25

Mapped to the Australian Curriculum

Log on Section duration: 5 hours

Historical Knowledge and Historical Skills English: Literacy Assessable Tasks Understanding

Students: Students: Students: Students:  read, listen to and view a picture story  explore methods of recording time  read a procedure for making a skin  list advantages and disadvantages of on the development of civilisation –  sequence events on timelines boat and draw, label and explain the different types of boats Mesopotamia process  read, listen to and view a picture story  draw a river with four ‘early’ boats  read, listen to and view a picture story on ‘mapping’ skills of early man  write a learning log. showing change and progress showing how people used available  reflect on their learning. resources to build boats  interpret and draw maps using symbols to show place and events  investigate to find images showing change  match a landscape to a map.  draw a river with four ‘early’ boats showing change and progress.

Historical Knowledge and Historical Skills English: Literacy Assessable Tasks Understanding

Students: Students: Students: Students:  read, listen to and view a picture story  recognise coastal and sea features  read about Odysseus and determine  use keywords to write a brief summary of the use of sails  interpret symbols on a map, such as fact from fiction  analyse different theories used to  analyse different types of sails to dots, lines and colours used to show a  read to determine keywords explain boats and ships not returning determine strengths and weaknesses sea route  write a learning log  reflect on their learning.  analyse theories used to explain boats  use alpha-numerical coordinates to  use keywords to write a brief and ships not returning locate places on a grid. summary.  read about life on board a Phoenician ship and determine good and bad points  compare and contrast the resources available to different ancient civilisations  recognise that trade is the result of unequal distribution of resources.

Historical Knowledge and Historical Skills English: Literacy Assessable Tasks Understanding

Students: Students: Students: Students:  complete a knowledge chart to show  recognise and label the Mediterranean  find keywords from informational text  label the seven oceans of the world current knowledge, what students Sea and the seven oceans on navigation using labelling conventions want to know and what was learnt  use alpha-numerical coordinates to  write and illustrate a postcard from  locate places on an alpha-numeric grid about Vikings locate places on a grid one of the countries settled by Vikings  map a route using the four directional  compare and contrast a Viking  investigate early methods of  write a brief summary on Viking compass points merchant ship and a Viking warship navigating navigation  write a summary using keywords  use keywords to complete a summary  locate places using the cardinal points  write a learning log. about Viking navigation  write and illustrate a postcard from one of a compass of the countries settled by Vikings  distinguish between fact and opinion  investigate the physical features of  reflect on their learning. about a Viking sailor’s life Iceland, Greenland or Vinland to  sequence the discoveries of the create a postcard. Vikings  analyse and understand the different perspectives of the Native American Indians and Vikings to the Vinland settlement.

Historical Knowledge and Historical Skills English: Literacy Assessable Tasks Understanding

Students: Students: Students: Students:  learn about sea exploration by the  recognise and label main lines of  read to find keywords  reflect on their learning. Portuguese, Macassans and the latitude  recognise main ideas by identifying Dutch in order to trade  locate places using latitude and the 5Ws  look at Vasco da Gama’s adventure longitude  write a postcard message from the from different perspectives  sequence events on a timeline ‘Top End’ (Portuguese and Indian)  follow the sea routes taken by  write a learning log.  learn about the Macassan and explorers Aboriginal interaction.  use the 5Ws to write about Vasco da Gama’s voyage  use the 5Ws to write about Willem Jansz and his ‘discovery’ of Australia  investigate two spices  use a planning format to organise data  use legends to follow different routes taken by different ships.

Historical Knowledge and Historical Skills English: Literacy Assessable Tasks Understanding

Students: Students: Students: Students:  ‘experience’ the journey through the  follow the journey on a world map  read to find keywords  reflect on their learning eyes of different people  investigate the physical features of  determine fact from fiction  complete a ‘My discoveries’ activity  learn about the conditions on the Tahiti to create a postcard  write a learning log sheet using keywords to write Endeavour compared with other ships sentences focusing on different  use keywords to focus on an aspect  write a postcard message from Tahiti. of the time for each leg of the voyage aspects of the journey.  classify sea superstitions  sequence the places visited by the  read about experiences and Endeavour. interactions with the original inhabitants of Tahiti, New Zealand and Australia.