Lesson+2

=**__Lesson 2 - Deciding Direction __**=

This is the second lesson in a sequence that aims to have the students explore their own perceptions about the wool industry in Australia. This lesson will provide a catalyst for further inquiry-based research to be conducted in the coming lessons. ||
 * **Learning Focus: **

Students will: Use a range of primary and secondary sources to investigate the history of the wool industry. They will comprehend and make judgements about data and represent this information in the form of a timeline. ||
 * **Objectives: **

An idea of some helpful websites if students are having difficulty finding relevant information. ||
 * **Timing ** || **Student Activities ** || **Teacher Activities ** || **Resources ** ||
 * || Students come in and sit on the floor || Teacher gathers permission and medical slips || Folder to compile permission and medical forms ||
 * || Listen and ask questions || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Outline what the students are expected to achieve by the end of today's lesson. They are expected to construct a time line of the development of the wool industry in Australia using information that they can find either on the internet or in resources provided. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Books gathers from the library about the Wool industry.
 * || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Listen and ask questions || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Teacher models how to make a time line. Encourage students to work diligently and to use their sound research skills. Students may work in pairs. ||  ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">10 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students move off to begin gathering their data || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Teacher roves, offering ideas and assistance, guiding the learning process ||  ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">25 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students begin to place the data in their time line || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Teacher roves, offering ideas and assistance, guiding the learning process ||  ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">35 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students sit down on the floor with their work. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Facilitates a "showcase" of the work and facilitates a class discussion about what was learned and interesting during the research. ||  ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">40 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Let students summaries what was learned today. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Use questions to make anecdotal notes on the students performance. ||  ||