Lesson Plan: 1 of 7 Lesson Title: Introduction to Indigenous Cultures in Metropolitan Melbourne Teachers Names: Belinda OBrien VELS Level:

: 3 Year level: 4 Lesson Duration: 50 minutes Day & Date: April 2012

Lesson Purpose Description The purpose of this lesson is to introduce students to the unit of study Indigenous Cultures in Metropolitan Melbourne. At the end of this lesson students will understand that Indigenous people live across Australia in a range of city, suburban, and remote areas. Students will be informed about some of the main activities that could take place in this unit and informed that they will choose a project working-group in coming weeks. An overview of the excursion for next lesson will also be provided.

Learning Standards Refer to Appendix Childrens Prior Learning Students should have a foundational/basic understanding of broad Australian Indigenous history in terms of key historical events such as European Settlement, and a broad understanding of dispossession either accrued at Year 3 or the beginning of Year 4.

Teaching and Learning Preparation Pre-arrange excursion to Koorie Heritage Trust prior to lesson one and request excursion approval forms from students during lesson 1; require a large map of Australia identifying pre-European settlement indigenous population spread/tribes, blank worksheets with maps of Australia plus copies of Australian Bureau of Statistics maps with contemporary Indigenous population distribution. Session Structure Lesson Phase Orientation /Introduction Broad Overview of Unit: Introduce theme of unit: Indigenous cultures in the City/metropolitan Melbourne. Explain some of the key activities in the unit: excursion, treasure hunt, indigenous garden, group project. Activity 1. Indigenous Population Distribution: Past Show students a map of Australia before European Settlement (see appendix) which shows all of the Aboriginal family groups/tribes across Australia. Ask for student feedback re: what the map tells us. Encourage students to explore the map identifying visually familiar places and attempting to say their Indigenous name. Large group discussion, teacher facilitating Classroom Management and Organisation Assessment, Reporting & Evaluation Strategies

Large class discussion, teacher facilitating.

Students to work in pairs To discuss and colour their blank map. Use formative assessment by observing group work and reflective processes.

2. Indigenous Population Distribution: Present. Ask students to find a partner to work with Provide each pair of students with a small blank map of Australia and ask them to colour the map according to where they think the most Australian Indigenous people live in Australia today. Students can colour multiple areas. Once completed have students show their maps and explain Students to report back to their thoughts. larger group with their Teacher to show students a map from the Australian Bureau partner. of Statistics, which indicates that, a large proportion of Australian Indigenous people live in cities. Reflect on student ideas vs. ABS map. Closure Large group discussion Summarise key learning from today. Remind students about the excursion for next week.

Lesson Plan: 2 of 7 Lesson Title: Excursion: Koorie Heritage Trust 295 King St Melbourne CBD Teachers Names: Belinda OBrien VELS Level: 3 Year level: 4 Lesson Duration: full day Day & Date: April 2012

Lesson Purpose Description The purpose of this lesson to engage students in both a tour of the Koorie Heritage Trust located at 295 King Street Melbourne in addition to completing a 1.5 hour walking tour facilitated by the Koorie Heritage Trust titled Walkin Birrarung The Yarra River. The visit to the trust is aimed at providing students with an overall sense of the richness and contributions of Australian Indigenous cultures past and present; The tour is aimed at providing students with a strong sense of important cultural sites in the CBD as relevant to the Kulin Nation and how these have been impacted irrevocably by colonisation. The tour mixes nature and modern landmarks to give students a sense of what was, what is recoverable, and what remains. Learning Standards Refer to Appendix Childrens Prior Learning Students should have a foundational/basic understanding of broad Australian Indigenous history in terms of key historical events such as European Settlement, and a broad understanding of dispossession either accrued at Year 3 or the beginning of Year 4. From Lesson 1 of this unit students will have a sense of the strong presence of Australian Indigenous people in the metropolitan areas of Australia.

Teaching and Learning Preparation Teacher to arrange travel cards prior to excursion, pens and paper, have a prior discussion with the Koorie Heritage Trust to inform them of group size, times and so on. Additionally, request some time during the walking tour to stop by the Yarra and give students an opportunity to have general questions compiled at the beginning of the day responded to the tour guide. Session Structure Lesson Phase Orientation /Introduction Overview of Day Meet at classroom outline safety and behavior expectations during travel and throughout the excursion. Collect any excursion permission slips still outstanding. Check children have water, lunch, and hats and sunscreen if applicable, and any other crucial items such as medication. Large group discussion, teacher facilitating Classroom Management and Organisation Assessment, Reporting & Evaluation Strategies

Activity 1. In pairs students to decide on one question they have for the Koorie Heritage Trustto work in pairs Students and to give this question to the teacher prior to leaving. 2. Travel by train to Flaggstaff station and enter Koorie Heritage Trust for facility tour. 3. Commence Walkin Birrarun The Yarra River tour At the river students to have a break and teacher to provide tour guide with the questions students prearranged. Teacher will check these for cultural sensitivity prior to handing them on. A second teacher will be required to assist with escorting children safely. Use formative assessment by observing group work and reflective processes.

Closure Escort students back to school by public transport.

Lesson Plan: 3 of 7 Lesson Title: Treasure Hunt: Indigenous cultural signs and symbols in my schoolyard Teachers Names: Belinda OBrien VELS Level: 3 Year level: 4 Lesson Duration: 50 minutes Day & Date: April 2012

Lesson Purpose Description This lesson is designed to provide students with an understanding and awareness of Indigenous signs and symbols in their school-yard highlighting that environments within the suburban context contain a range of sites and symbols relating to Australian Indigenous Cultures. This unit will also enable students to apply knowledge gathered during the Koorie Heritage Trust tour particularly knowledge that metropolitan Melbourne/suburbia area immersed in cultural symbols although they are harder to identify. Students will attain a broad understanding of the physical signs of Indigenous culture, such as Indigenous trees, in addition to an understanding of symbols of Indigenous culture such as the earth/soil and dreamtime stories connected with such symbols.

Learning Standards Refer to Appendix Childrens Prior Learning Having attended the Koorie Heritage Trust cultural centre and engaged in the Walkin Birrarung: The Yarra River tour children should have a broad understanding that metropolitan Melbourne was once immersed in Australian Indigenous cultures, and that major sites of Melbourne such as Federation Square were once special sites where culture was practiced. Additionally, students should be aware of the continuing cultural and environmental significance of natural sites such as the Yarra River and the need to protect such sites.

Teaching and Learning Preparation: Teacher to compile a range of written clues in the school yard. Each clue will lead to a sign or symbol of Indigenous culture. Prior research related to Flora and Fauna as well as Aboriginal Dreamtime stories will be required. Students will require comfortable footwear and so o Session Structure Lesson Phase Classroom Management Assessment, and Organisation Reporting & Evaluation Strategies

Orientation /Introduction Reflection on Koorie Heritage Trust Excursion Students to report back to the class what they enjoyed most about the excursion. Introduction to Treasure Hunt Give students instructions, break students into groups of 3 or 4 Activity Treasure Hunt: Indigenous Signs and Symbols Working in groups of 3 to 4 Each group provided with several clues on a worksheet. Each group to search the school yard for the treasure/sign or symbol of Indigenous culture. Each sign or symbol will have an envelope attached Explaining the cultural significance but children must match their clue to the envelope description. After 30 minutes of searching students will be asked to gather. Each student group will then guide the broader group around to the cultural sites/symbols they identified. Closure Students to collect any papers and remnants of the activity from the schoolyard. Large group discussion, teacher facilitating

Entire lesson taught outside in the school-yard Students working in small groups of 3 Use formative assessment by observing group work and reflective processes.

Each group to feedback results to larger group

Large Group

Teacher to congratulate students on their engagement.

Lesson Plan: 4 of 7 Lesson Title: Building a miniature Indigenous Treasure Garden Teachers Names: Belinda OBrien VELS Level: 3 Lesson Purpose Description This lesson is designed to introduce students to the final project for this unit the establishment of a miniature Indigenous Treasure Garden. The project is intended to tie all aspects of the unit together incorporating issues relating to culture, the environment, sustainability, and responsible citizenship. Students will identify one of three project aspects they wish to focus on which will determine group designation. Students will be provided with a choice in terms of art and design, plant selection and planting, and media responsible for documenting the process and outcome and reporting back to the Koorie Heritage Trust. Year level: 4 Lesson Duration: 50 minutes Day & Date: April 2012

Learning Standards Refer to Appendix Childrens Prior Learning During the previous lesson students engaged in an Indigenous Treasure Hunt that exposed them to signs and symbols of Australian Indigenous cultures in the metro/suburban context. The acquisition of this knowledge will be fundamental in assisting them to identify some indigenous signs and symbols to be included in the garden.

Teaching and Learning Preparation: Permission from the school Principle to use a small section of land to create a miniature Indigenous Treasure Garden; access to a computers/internet will be needed for research; butchers paper required for group activity. Teacher to identify some local nurseries and related search terms for student group work. Session Structure Lesson Phase Classroom Management and Organisation Assessment, Reporting & Evaluation Strategies

Orientation /Introduction Project Outline Group designation Activity Research, Planning, and Design Each of the three groups will gather together and will be provided with 3 key tasks to be completed by the end of the lesson.

Group 1 Art and Design Determine a garden design sketch a design Decide if artwork. Make sure any artwork is weather proof. Students could take time to go and speak with the art teacher about how to make art from natural sources to avoid waste. Group 2 Plant Design Research local nurseries using Google with teacher assistance and choose a range of native plants that could go in the garden (maximum of 6 small growing plants). Students encouraged to choose plants with low water needs. Group 3 Media Consider how this project can be recorded (letter, photographs, large montage Determine what will be documented (student interviews, building of the garden, photos of the art design group at work). Closure Students will be reminded that during the next lesson practical project

Students working in small project groups with designated tasks and support from the teacher Use formative assessment by observing group work and reflective processes.

work will commence. Students to pack up any materials used in this session.

Lesson Plan: 5 of 7 Lesson Title: Project Implementation stage One. Teachers Names: Belinda OBrien VELS Level: 3 Lesson Purpose Description By the end of this lesson students will have commenced and partially completed the practical component of the project within their designated groups. Year level: 4 Lesson Duration: 50 minutes Day & Date: April 2012

Learning Standards Refer to Appendix Childrens Prior Learning Students will require a range of fundamental skills for the project implementation stages skill requirements will vary from group to group. Various skills required include basic mathematic skills particularly relevant for Group 1 and Group 2; art and design skills again relevant to Group 1 and 2, written skills particularly relevant to Group 3, technological skills related mainly to group 3, and a range of problem solving skills applicable to all groups.

Teaching and Learning Preparation: pre-purchase and arrange delivery of a selection of small native plants from a nearby nursery identified by the students; ensure appropriate tools are available for gardening and space is clear, have a digital camera, drawing, and art materials available for relevant groups. Session Structure Lesson Phase Classroom Management and Organisation Assessment, Reporting & Evaluation Strategies

Orientation /Introduction Outline lesson expectations: partial completion of garden, design, and documentation processes.

Activity Project Implementation Each of the three groups will gather together and commence the practical Students working in small component of the project. Students will work outdoors despite designated group so everyone project feels groups with apart of the entire process and can engage with each other. designated tasks and support and guidance from Group 1 Art and Design the teacher. Provide group 2 with a picture of the garden design. Time management will be crucial. Commence making a piece/pieces of art preferably from natural materials to be placed in the finished garden. Group 2 Prepare soil Measure and outline design Begin planting Group 3 Record the process of garden construction via appropriate and multiple methods. Closure

Use formative assessment by observing group work and reflective processes.

Students reminded there is one final lesson to complete the project Students to pack up all materials.

Lesson Plan: 6 of 7 Lesson Title: Project implementation stage two Teachers Names: Belinda OBrien VELS Level: 3 Lesson Purpose Description By the end of this lesson students will have completed the practical component of their work. An Indigenous Treasure Garden, complete with artwork and a documentation of the process. Year level: 4 Lesson Duration: 50 minutes Day & Date: April 2012

Learning Standards Refer to Appendix Childrens Prior Learning As in lesson 5 Students will require a range of fundamental skills for the project implementation stages skill requirements will vary from group to group. Various skills required include basic mathematic skills particularly relevant for Group 1 and Group 2; art and design skills again relevant to Group 1 and 2, written skills particularly relevant to Group 3, technological skills related mainly to group 3, and a range of problem solving skills applicable to all groups.

Teaching and Learning Preparation: pre-purchase additional materials required. ; ensure appropriate tools are available for gardening and space is clear, have a digital camera, drawing, and art materials available for relevant groups. Session Structure Lesson Phase Classroom Management and Organisation Assessment, Reporting & Evaluation Strategies

Orientation /Introduction Outline lesson expectations: final practical session.

Activity Project Implementation Each of the three groups will gather together and commence the practical component of the project. Students will work outdoors despite designated group so everyone feels apart of the entire process and can engage with each other. Group 1 Art and Design Continue working on art and design elements and complete art and design elements. Group 2 Continue planting Water plants in. Group 3 Record the final stages of the project implementation including the final product. Closure Students reminded there is one lesson remaining where they can present their work to a chosen group at the school and prepare and

Students working in small project groups with designated tasks and support and guidance from the teacher. Time management will be crucial. Use formative assessment by observing group work and reflective processes.

send feedback to the Koorie Heritage Trust. Pack up materials.

Lesson Plan: 7 of 7 Lesson Title: Project implementation stage two Teachers Names: Belinda OBrien VELS Level: 3 Lesson Purpose Description This final lesson will provide students with an opportunity to reflect on the unit specifically discussing what needs to be done to maintain the treasure garden and how the treasure garden will make a small contribution to the environment. Students will also have the option of presenting their work to another group, and will send documentation of their project to the Koorie Heritage Trust (teacher will check that students are culturally sensitive in their communications). Year level: 4 Lesson Duration: 50 minutes Day & Date: April 2012

Learning Standards Refer to Appendix Childrens Prior Learning Students learning across the unit thus far including learning about contemporary Australian Indigenous culture, environmental signs and symbols of contemporary and past significance, and their experience based learning will assist in their performance in this final stage. Teaching and Learning Preparation: check availability of other classes for a visit from this group to provide an unveiling of the treasure garden and overview of the processes involved. Session Structure Lesson Phase Orientation /Introduction Overview of final lesson Activity Maintaining the Treasure Garden Teacher to lead a discussion about what needs to be done to maintain the garden. Classroom Management and Organisation

Assessment, Report & Evaluation Strateg

Large Group discussion

Student presentation to another class Students to present in their three group explaining the stages and what they learnt from the process to another class group as pre-arranged by the teacher. Use formative assessment by observing group work and reflective processes.

Closure Students congratulated on their hard work. Teacher to advise that she will send off the documented process to the Koorie Heritage Trust. .

Appendix Map of Indigenous Cultures/ Family Groups pre-European arrival http://www.google.com.au/imgres?imgurl=http://mappery.com/maps/Australia-Aboriginal-TribesMap.mediumthumb.jpg&imgrefurl=http://mappery.com/Australia-Aboriginal-TribesMap&h=547&w=600&sz=84&tbnid=T22YiEBzrLI6JM:&tbnh=90&tbnw=99&prev=/search%3Fq%3Dmap%2Bof%2Baust ralian%2Bindigenous%2Btribes%26tbm%3Disch%26tbo%3Du&zoom=1&q=map+of+australian+indigenous+tribes&d ocid=TD3UgurPrnndCM&hl=en&sa=X&ei=ud6MT8m4NYXsmAXb0bSpDA&sqi=2&ved=0CIoBEPUBMAo&dur=8

Appendix

INDIGENOUS POPULATION DISTRIBUTION

Released at 11:30 AM (CANBERRA TIME) 04/05/2010 Retrieved from Australian Bureau of Statistics Website: http://www.abs.gov.au/ausstats/abs@nsf/lookup/6E6D19F5BB55AD66CA25782