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Lesson 1: Incursion: Sand Stories & Communication https://s-media-cache-ak0.pinimg.com/originals/29/ae/1e/29ae1e69ca074d12710af721e299a4ac.jpg  with Josie Boyle https://www.magabala.com/author/index/details/id/186.  Students learn about message sticks from Josie and create their own message stick.  Use of visual art elements and techniques, to create 2D and 3D artwork, to communicate ideas and messages to an audience (ACAVAM108)
Lesson 2: Students learn traditional children's songs from their parent's and grandparent's generations.  Listen to music played on a gramophone and how that differs to music played today  (ACAMUM082).
Lesson 3: Students learn a version of Waltzing Matilda "Wallium Bat Matilda" sung by Josie Boyle. https://www.youtube.com/watch?v=jJmqWlAPZ4A

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Lesson 1: Students identify changes in technology over time.  Identify that technology makes objects generally smaller, lighter, cheaper, with greater functionality. People design and produce familiar products, services and environments to meet local and community needs (ACTDEK001)
Lesson 2: Students watch https://www.youtube.com/results?search_query=The+treasure+Box+Margaret+Wild and learn about the significance of an artefact to tell a story.  Students research traditional book binding and working in groups of 3 design and make a small book about their artefact from the Museum in a Box project, bound together using traditional Japanese methods. https://www.youtube.com/watch?v=j-r6c_trSxY or a traditional western method https://www.youtube.com/watch?v=ZghKAnQxtlw
Lesson 3: Students use VR headsets http://www.findschoolworkshops.com/Education-Group/aboriginal-school-workshops to research and evaluate the successful design of Aboriginal tools and weapons and investigate how these designs met the needs of their users. Students discuss in class what they have observed and why they believe these designs are successful.

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Lesson 1: A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) http://science.howstuffworks.com/environmental/earth/geophysics/fire1.htm ; http://www.scootle.edu.au/ec/viewing/S7154/Heating-up-2013/lesson_6.html students learn about heat conduction When two materials at different temperatures are placed in contact with each other, heat passes from one to the other until their temperatures are the same. Students make predictions then experiment with various heat sources to determine if their predictions are correct. Students record their results in a table.
Lesson 2: People use science in their daily lives, including when caring for their environment and living things (ACSHE035) Students learn about smoky water and how plans germinate http://www.bgpa.wa.gov.au/kings-park/events/kings-park-education/programs/little-seeds-big-trees and then draw a poster that shows the plan life cycle and how fire is part of that lifecycle.
Lesson 3: Students look at forms of communication used by Aboriginal and Torres Strait people and how smoke signals work.  Incursion: Sand Stories & Communication https://s-media-cache-ak0.pinimg.com/originals/29/ae/1e/29ae1e69ca074d12710af721e299a4ac.jpg with Josie Boyle https://www.magabala.com/author/index/details/id/186 .Smoke signals used to coordinate fishing and hunting. http://mentalfloss.com/article/52774/how-send-smoke-signals   Students make predictions and conduct an experiment using different natural materials and see what makes the best smoke signals. This experiment is conducted via demonstration.  Students record results in a table and see if their prediction was correct.

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Lesson 1: Class create a timeline of objects from the Museum in a Box project on the classroom wall.  Students use the iPad to photograph object, print photograph and add to the timeline.  Students then work in small groups to group and classify items using a criteria of their choice.  Students display results in a table. (ACMSP050)
Lesson 2: Using objects from Museum in a Box project students graph the age of the objects according to how many years old the object is. Students must calculate object age based on the year the object was made. (ACMSP049)
Lesson 3: Students weigh objects from the Museum in a Box project and compare masses of objects using balance scales (ACMMG038) Students record data in a table.

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Lesson 1: Excursion to Wireless Hill where students learn about the telecommunications site, the Aboriginal significant site and what these reveal about the past. Students explore what a Museum is and what it reveals about the past (ACHASSK044). http://www.melvillecity.com.au/wirelesshill ; https://maas.museum/product/the-tinytoreum-gunna-the-goannas-big-ideas/
Lesson 2: Class creates a timeline of Wireless Hill, researching the change over time in it's purpose and why this is a culturally valuable site. (ACHASSK045) Students create interactive timeline using Prezi on their iPads https://prezi.com/signup/basic/.  Working in small groups students  research and create their point on the timeline https://en.wikipedia.org/wiki/Wireless_Hill_Park.
Lesson 3: Museum in a Box project. Students interview a person of an older generation about an artefact. Students photograph, describe, provide history of it's use and compare to today. Students create a display and present their project to the class. (ACHASSK046)

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Students are introduced to a number of games that were played by their parents and grandparents as children.  Students explore games like marbles, elastics, skipping ropes and hopscotch, hula hoops, knucklebones, four square.  During this time students will build upon existing strategies taught in health and PE, Strategies to include others in activities and games (ACPPS019);
Simple games that use a combination of movement skills (ACPMP027) and Strategies and behaviours that promote health and wellbeing (ACPPS018).

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Lesson 1: Student build a Word Wall using historical terms that students will be required to use in their writing during the term  (ACELA1470)  Students use padlet to brainstorm historical and geographical terms. https://www.teachstarter.com/teaching-resource/past-present-word-wall-vocabulary/
Lesson 2: Read Wilfred Gordon McDonald Partridge by Mem Fox & Julie Vivas http://www.australiancurriculumlessons.com.au/2014/09/26/mem-fox-literature-study-unit-years-f123/ Students discuss an object they remember, that is special to them.  Students write a descriptive narrative that describes the object, using lots of adjectives, and tells the story of why the object is special to them. e (ACELY1671)
Lesson 3: Incursion: Sand Stories & Communication https://s-media-cache-ak0.pinimg.com/originals/29/ae/1e/29ae1e69ca074d12710af721e299a4ac.jpg with Josie Boyle https://www.magabala.com/author/index/details/id/186 Students listen to Josie introduce oral tradition of storytelling, and the desert people using sand to tell stories.  Students form small groups and develop a story to share with the class, using sand. (ACELY1670)

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Concept Map
The Past in the Present

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Lesson 1: Following excursion to Wireless Hill students research the names of Wireless Hill in the past. What is the significance of the site locally, regionally, nationally and internationally over time?   (ACHASSK048) https://en.wikipedia.org/wiki/Wireless_Hill_Park
Lesson 2: Student use a World map to locate places where their Museum in a Box artefact was made or was purchased from https://www.mapsinternational.co.uk/kids-zone.asp. The connections of people in Australia to other places in Australia, in the Asia region, and across the world (e.g. family connections, trade, travel, special events, natural disasters) (ACHASSK050) Extension: Students calculate the distance from the capital city to Perth using Google maps.
Lesson 3: Students investigate the scar tree in Wireless Hill and locate it on a map of the hill. http://www.friendsofwirelesshill.org/history.html ; https://www.creativespirits.info/aboriginalculture/land/aboriginal-scarred-trees#axzz4oTtlfwUK to understand Aboriginal connection to country and place (ACHASSK049)