Table of Contents

Integrated Unit Overviews 3

Lesson Plans 13
Lesson Plan One- Jenna Coleman 13
Lesson Plan Two- Samuel Beacroft . 15
Lesson Plan Three- Natalie Pope 17
Lesson Plan Four- Julia Mulligan 19
Lesson Plan Five- Brittany McLean 22
Lesson Plan Six- Georgina Dawson 25
Resource Appendix 27
Reference List 4
Group Meeting Journal 4
2
Integrated Geography Unit The Earths Stage 2
Environmen
t
(Geography Duration: Eight weeks
syllabus)

Unit description Key inquiry questions

Students explore the climate, natural vegetation and native How does the environment support the lives of people and other living things?
animals of places in Australia and Asia. They examine the How do different views about the environment influence approaches to sustainability?
importance of natural vegetation and natural resources to the
environment, animals and people and learn about the ways people How can people use places and environments more sustainably?
value environments, including Aboriginal and Torres Strait Islander
Peoples. Students identify sustainable practices and recognise
that there are differing views on how sustainability can be
achieved.

Outcomes Geographical concepts Geographical inquiry skills Geographical tools Student Diversity Pedagogy

A student:
examines features and
characteristics of places
and environments GE2-1
describes the ways people,
places and environments
interact GE2-2
examines differing
perceptions about the
management of places and
environments GE2-3
acquires and
communicates
geographical information
using geographical tools
for inquiry GE2-4
applies a design process
and uses a range of tools,
The following geographical The following geographical The following geographical
concepts have been inquiry skills have been tools have been integrated
integrated into the unit: integrated into the unit: into the unit:
Place: the significance of Acquiring geographical Maps M
places and what they are like information
pictorial maps, maps, world
pose geographical questions
Space: the significance of map, globe
location and spatial (ACHGS007, ACHGS013)
distribution, and ways people collect and record geographical Fieldwork F
organise and manage the data and information, for observing, collecting and
spaces we live in example, by observing, by
recording data
Environment: The significant interviewing, or using visual
of environment in human life, Graphs and statistics GS
representations (ACHGS008,
and the important inter- ACHGS014) tally charts, pictographs, data
relationships between humans tables, column graphs
Processing geographical
and their environment
information Spatial Technologies ST
Interconnection: no object of represent data by constructing
geographical study can be virtual maps, satellite images
tables, graphs or maps
viewed in isolation
(ACHGS009, ACHGS015)
equipment, materials and
techniques to produce
solutions that address specific
design criteria ST2-5WT
plans, composes and
reviews a range of texts that
are more demanding in terms
of topic, audience and
language EN2-2A
takes on and sustains roles
in a variety of drama forms to
express meaning in a wide
range of imagined situations
DRAS2.1
Scale: the way that
geographical phenomena and
problems can be examined at
different spatial levels
draw conclusions based on the Visual representations VR
interpretation of geographical
photographs, illustrations,
information sorted into
diagrams, story books,
categories (ACHGS010,
multimedia, web tools
ACHGS016)
Communicating
geographical information
present findings in a range of
communication forms
(ACHGS011, ACHGS017)
reflect on their learning and
suggest responses to their
findings (ACHGS012,
ACHGS018)
Content
Different Environments
Students:
Investigate the natural
characteristics of Australia
and a country in Asia, for
example: (ACHGK020)
comparison of
climate, natural
vegetation and native
animals
Teaching Learning Assessment Student diversity &
considerations
Lesson One (30 minutes):
Students will use Google Maps to investigate the natural characteristics (features) of
Students demonstrate
Australia and a country of their choosing in Asia (encourage students to choose a
understanding of the
country they want to know more about).
similarities and
differences of natural
Identify and clarify with students natural characteristics for example climate,
characteristics Opportunity for students
vegetation, animals
between Australia and from diverse
china backgrounds to engage
Students will collect and record geographical data and present their findings (visually in activity and represent
or with short descriptions) on a map of the world that will displayed in the classroom. their perspective within
the classroom.
Students will present their findings to the class (orally) once the task is completed.
Lesson Two (45 minutes)
Students will investigate the natural characteristics of Australia and China through
an examination of the Dreaming and ancient Chinese Folktales and identify
natural characteristics of different Aboriginal nations around Australia.
Read the story Welcome to Country by Joy Murphy and Lisa Kennedy.
Indigenous Author and
Illustrator chosen.
Teacher to lead a yarning circle of what they students think the book is about.
What are different landscapes Bronwyn uses in the story and how has she
represented these- colour, language techniques. Small Group exploration
Teacher to classify natural characteristics and relate these to illustrations.
What other landscapes could you use in the story? Visual representations
Teacher to document these chosen by students to
demonstrate knowledge
and understanding
Provide students with a copy of the Dreaming story Biame and Chinese Folklore-
Appendix One.
In small groups students will identify similarities and differences in the stories-

Significance of
environments
Students:
Investigate the importance
of natural vegetation and
natural resources to the
environment, animals and
people, for example:
(ACHGK021, ACHGK022,
ACHGK024)
identification of types
of natural vegetation
connection to land and animals and its importance to the Aboriginal peoples, Chinese
and the world.
Students will create a graphic representation of the two stories to demonstrate their
understanding of the differences in natural and spiritual characteristics of Australia
and China.
Lesson Three
Teacher shows students video Science Video for Kids: Natural Resources of the
Earth https://www.youtube.com/watch?v=Qw6uXh9yM54
From video, teacher and students come up with joint definition for natural resources
and natural vegetation. Teacher writes these definitions on the board.
Students are asked to create graffiti wall around the definitions using post-it notes.
Each student will be given 2 post-it notes, and asked to write all the natural resources
and natural vegetation they can think of, drawing from their prior knowledge and the
video just shown.
Teacher will then facilitate whole class discussion asking open-ended questions to
students such as: what do we use natural resources for? Can you think of a time you Product analysis and
or your family has used a natural resource? What for? Food? Medicine? conversational
 Teacher reads the book Waterlilies by Diane Lucas. Teacher will physically point out analysis of visual
all the natural resources while reading the story. Teacher will also question students design product to
Experiential learning is
throughout the story about the collection methods, transformation and types of ensure students
incorporated into this
understand the
natural resources present in the story. lesson to ensure
purpose of different
*Note: Although Diane Lucas is not Aboriginal herself, she has spent many years of inclusivity, creativity and
natural vegetations.
her life in Kakadu where she worked as a school teacher at an Aboriginal outstation. innovative ideas.
Over these years she has developed strong relationships with the local Aboriginal
families and community as they have taken her under wing to educate her about the
Open-ended questioning
bush and Aboriginal histories, cultures and traditions. is utilised to promote
Students are then divided into pairs and given an IPad. Teacher lists on the board inclusivity and obtain a
diverse range of
some natural resources that are utilised by Aboriginal peoples for food (similar to the
responses from
ones explored in Waterlilies). Students must find an image of each of these resources students.
on their Ipads and draw them onto a poster, brochure or slogan (student choice).
Students should also write facts accompanying each natural resource on their design.
Students are provided
Lesson Four:
with visual stimuli to
With the assistance of the school AEO, Teacher will invite a local Elder into the assist with identifying
classroom to discuss and show students some natural resources used by the local natural vegetation.
Aboriginal peoples for medicine and health.
Elder will specifically focus on: eucalyptus leaves, tea tree oil and lemon myrtle.
Teacher and AEO will organise to have some hands on, real life examples of these
resources for students.
discussion of the Students will then watch the video Plant uses and medicines near Woorabinda with
importance of natural Steve Kemp https://www.youtube.com/watch?v=pQ8QiqZ3k8E
vegetation and Utilise conversational
natural resources to Teacher and Elder will ask open-ended questions to students. Elder will compare
analysis and
people resources from the Newcastle area with the Woorabinda, QLD. Elder/ teacher will
observation to identify
explain why some resources are only available in certain areas and what that meant
students ability to
for Aborigines (importance of trade).
understand the
concept of trade and
Students will go into the playground and collect 3-5 natural resources i.e. a stick,
the value of natural
bark, leaves, rocks. Students will then return to class and will be given crayons,
resources to people.
textas, glue and other art materials and asked to combine the natural materials they
have found together and decorate them.
Once that is complete, students will be split into five groups (average 5 students per
group). Each group will be given a scenario in which they must fulfil through the act of
trade (see appendix). Each group may accept or reject trade with another group, in
order to successfully obtain all the resources their scenario requires them to get. The Experiential learning is
materials made in the previous activity will act as hypothetical representation of the incorporated into this
 items in which students will trade. lesson to ensure
* Elder and teacher will assist students in making effective trade decisions and inclusivity, creativity and
justifications. innovative ideas.

Teacher and elder will then facilitate a whole group discussion asking key questions
to make students aware of the importance of natural resources and trade to Students interact with
Aboriginal communities and factors affecting trade (weather, geographical location). elements of the
environment to create
Lesson Five: authentic connections
with content.
This lesson will incorporate geography and PDHPE and students will learn about
different Australian animals and their reliance on natural environments. Students complete a
mind map to show
In the classroom, the teacher introduces natural vegetation as plants and flora that Students are provided
what they know.
grow without human help in different areas. Explain that the natural vegetation is with visual stimuli
influenced by weather and the environment and determines what an area is like. Look Conduct student showcasing possible
at the different natural environments on http://australianmuseum.net.au/wild-kids- conferencing during ideas and ways to
habitats. The class then goes outside for the next phase of the lesson, taking their mind mapping and approach learning tasks
hats, pencils and HSIE books. lesson reflection. (see appendix) to ensure
that all learners are
given equal opportunity
Students move around an area, teacher calls out different movements and animals to to succeed and high
imitate- Kangaroo, kookaburra, frog, wombat, penguin, skip, hop and side gallop. expectations placed
Finish game with some dynamic stretching- leg swings, arm circles and trunk twists. upon them.

Say this game is all about thinking and including others. We need to rely on each
other like animals rely on natural vegetation. Call out body parts and a number and
students form groups that fulfil the call. E.g. 7 elbows. Finish with a number that splits
students into 4 even groups e.g. 7 noses. Students have to be clever and inclusive.

explanation of the
importance of In this game of rob the nest (appendix 2), each beanbag will have a natural resource
natural vegetation attached to it e.g. sand, sun. In their groups, students move stand behind their
to animals and the designated hoops. Students are given information about their animal and its
functioning of the environment (bushland, desert, ocean and rainforest). Students play rob the nest and
environment gather resources related to their animals and environments. Students put all of their
information together. Students write down the natural resources for their environment
in their HSIE books.

Back in the classroom, students stay in their groups. The groups create mind maps to
show what they have learnt.

Perception of
Environments
Students:
Investigate the ways
people, including Aboriginal
and Torres Strait Islander
Peoples, value
environments, for
example: (ACHGK022,
ACHGK023, ACHGK024)
Discussion of why
Outside learning to
support and engage
students.
Physical activity is
incorporated into the
lesson to engage
students and stimulate
learning.
Lesson Six
Read Jeanie Bakers Where the Forest Meets The Sea.
Discuss how Aboriginal people may have survived in the forest for years and the
values Aboriginal people may have had for that environment. Students Teacher is to provide
understanding of promting cards for each
Use Debonos thinking hats to consider the outcomes of the forest not being there in peoples values for hat. Eg:
different environments
the years to come as stated by the young boy in the story. Tiriki Hat= How do you
through listening to
Moroko (Blue) Hat = Process feel about what
group collaboration,
happened in the book?
Paral (White) Hat= Facts questioning and class
What hunches do you
Tiriki (Red) Hat= Feelings discussion.
have about what might
Paribaang (Yellow) Hat= Benefits happen in the future?
Kiral (Green) Hat= Ideas See appendix three.
 people value Ngoro Ngoro (Black) Hat= Cautions/problems
environments
Teacher is then to lead a discussion of the different values of the environment - Activity is to be done in
differently
mentioned throughout the answers provided by the students. Noting how different small groups, with
students providing their
groups of people (i.e Aboriginals and business owners) would value the forest and
answers orally as a class
city differently, how one group of people might see a benefit in a change to the discussion.
environment, while the other group may see it as a problem.

Lesson Seven
Students are presented with a role play situation where they are to attend a town
meeting and present their perspectives on the following scenario;
Upon starting construction of the KFC in Newcastle Aboriginal artefacts were found
and prove Aboriginal presence in that area over 6500 years ago. A town meeting is
Students choose which
now being held in order to provide a space for all town members to voice their group of people they will
opinions about the continued construction of the KFC. represent in order to
allow them to take
Students select a group of people to represent and in small groups and are to work control of their learning
Students and increase
collaboratively to research, plan and present the perspectives of that group towards engagement.
understanding of
the given situation. Students are also to consider how their perceptions and values of peoples values
environments by listen
the environment may affect the protection of the environment. Groups are to be Students will use
the beliefs and
provided with the Newcastle Herald article to aid investigation and give additional perspectives students computer lessons and
present in the town library lessons to
background knowledge.
meeting. undertake their research
Groups Include: Residents, Awabakal Elders and community members, tourism so they using a form of
advocates, Newcastle council representatives, local business owners, environment research they are
comfortable with.
and animal advocates, national parks Aboriginal workers and representatives from
Local Land Council.

Lesson Eight
-Students talk about what their country means to them eg: Where did they
Description of how come from? Where did they grow up? What it means to them and how would
custodial they feel if someone tried to destroy that land.
responsibility for
Country/Place -The teacher shows the students the dreamtime video of Malangbula - The Petrified
influences Aboriginal Women of Swansea Heads https://www.youtube.com/watch?v=Gcdtpl1Zk28
and Torres Strait to display how Aboriginal people have spiritual and cultural connections to places and
Islander Peoples how their traditional land is of great importance and responsibility to them. Students
views of the are to write down any questions they may have about this video or to do with
environment
Aboriginal peoples connection and responsibility to the land (to be referred back to
later in lesson).
The teacher then shows the students numerous artefacts made by Aboriginal people
using natural resources from the land. Whole class makes a mind map on the board
of reasons these natural resources are important (eg: food, shelter, hunting etc). The
teacher asks students prompting questions about how this land and its resources
may be threatened (eg:mining, pollution, deforestation etc) and how we can Community links-
prevent this. Students then draw and label each tool in their workbooks. Teacher starts off by
establishing connection
Natural artefacts- Boomerang, Mugu (stone axe), bera (fishing lures), digging between students and
sticks, coolamon (bowl), wattle seeds, woomera (spear thrower) their community to
engage students-
- A local Elder comes to the class and speaks to students about the custodial Malangbula
responsibility that they and other Aboriginal peoples have with the land, including how
they are connected to the land and the importance of protecting it. Students take this
opportunity to ask questions written down previously in that lesson.(Transportation
to and from school should be organised by school)
- Teacher provides students with options of land areas eg: uluru, the murray river etc Story sharing- students
(appendix lesson 8). Students divide into groups of 5 or 6 and research each area are told stories by the
and the dream time story connected between it and the Aboriginal peoples. Students local Elder, this will allow
students to see a clearer
are then asked to design a website, using wix, with an Aboriginal perspective (in their
picture of Aboriginal
groups) about each land mark, how it has been threatened over recent years and why peoples opinion of the
it is important to protect it. (To be completed during extra time in next lessons if not environment.
completed in this lesson)
Brief class discussion of how the environment has changed over time and why the
environment is so important to Aboriginal Peoples. Why it must be protected from Observation of student
destruction?. responses and ideas
during class
discussion.

Observation of student
questions during visit.
 Product Analysis of
websites created by
students and their
ability to understand
different viewpoints on
the environment.
.

Protection of Lesson Nine:

Environments
Speak with Aboriginal Engagement officer prior to this lesson to arrange for them to
Students: come help the class with the bush tucker garden. If they are unavailable invite the
Investigate sustainable parent of an Aboriginal student to help with the class.
practices that protect
environments, including Talk about the plants which were learnt about in lesson
those of Aboriginal and Lemon Myrtle- It is a herb?
Torres Strait Islander Blue Flax Lily- edible blue berries which are sweet and delicious. Leaves make a
Assessment: Product
Peoples, for example: sturdy material for basket weaving.
(ACHGK023, ACHGK024, Analysis Report
Finger Lime- Taste like citrus (lemon or lime)
ACHGK025) Native Ginger- A herb that has sour blue berries. The berries can be dried and used
Examination of how as tea leaves
environments can be Warrigal Greens- Leaves are edible and can be used as Silverbeet
used sustainably Native Rosella- The whole plant is edible (shoots, leaves and roots). Red Calyxes
make great jam
What is a bush tucker garden?
What plants can be eaten?
Name the plants
What do they look like?
What can they be used for?
Take students outside to plant the bush tucker garden. Teacher tells students the
basics of gardening (how to use a shovel, how wide and deep to dig the hole, how to
cover the plant back up)
 Split students into groups to plant the plants, one plant per group.
When students complete the task, take a photo of the students for them to use in
English to write a report for the school newsletter.
Lesson Ten:
Ask students:
What is waste?
Discussion of ways
Different types of waste (liquid, solid, hazardous, organic, recycla`ble)
waste can be
managed sustainably What is recycling?
How do we manage waste? (different types of bins, landfill, dump etc)
The different types of bins and what theyre used for

Students watch video: http://m.youtube.com/watch?v=sH9UuvNOX1U

Play recycling rangers (appendix one) ------ The purpose of this game is to teach
students how to recycle
Discuss with students how they can help the environment at home. (e.g. recycling,
using the bins correctly, compost garden)
Lesson Eleven:
Talk to the students about how managing and disposing of waste helps those
who live off the land. (water pollution, putting rubbish in bins)
Read The Tomorrow Book by Jackie French
Explain how the Tomorrow Book is relevant to Aboriginal culture as they live
off the land and how destroying the environment impacts on them.
The students are to make their own page of the book and show how pollution
will affect the future of the environment for Aboriginal people
Lesson Twelve
Students will attend Awabakal Nature Reserve which will provide students with the
opportunity to consolidate their understanding over the unit. The excursion focuses
on natural resources and caring for the environment.

The excursion will be conducted alongside an Awabakal Elder ideally, one who has
visited the classroom to conduct activities with the class.
 http://www.awabakal-e.schools.nsw.edu.au/about-us/awabakal-nature-reserve

Lesson Thirteen - Fourteen

In groups students will take 6 pictures of things in the school environment (3
Examination of how sustainable and 3 unsustainable).
the practices of Using the pictures students will suggest ways of managing the sustainability already
Aboriginal and Torres present and ways of changing the schools unsustainable practices using the
Strait Islander knowledge acquired throughout the unit.
Peoples support the
sustainable use of
environments Re- read the story Welcome to Country by Joy Murphy and Lisa Kennedy,
introduced at the beginning of this unit.

Ask students to reflect on what they have learnt and know about the environment,
Takes on and natural resources and sustainability.
sustains roles in a
variety of creative
arts forms to express Teacher to use the quote from the book You must only take from this land what you
meaning in a wide can give back and the illustration to lead a discussion on how Aboriginal peoples
range of imagined protect our environment.
situations DRAS2.1

Teacher to reinforces through the arts and language such as storytelling Aboriginal
peoples strengthen their connections to one another, to the land and the
environment. Using this as stimulus students will create a performance piece (music,
dance or drama) that communicates their understanding of sustainability from the Group contribution
perspective of Aboriginal peoples. and participation
(perceptions)

Relates different
perceptions of
environmental
management to
understanding of how
to promote
sustainability
 Sustains a role in a
creative arts
composition to express
meaning

KLA: Geography and Creative Arts Class: Stage Two- Years 3/4 Date: Time: 2 x 45- 60 minutes
Syllabus outcome/s and indicator/s: In this lesson the learners will:
Examines differing perceptions about the management of places and Draw on their knowledge of Aboriginal connections to place and the
environments GE2-3 land to explore how to support the sustainable use of environments.
Examination of how the practices of Aboriginal and Torres Strait Islander
(ATSI) Peoples support the sustainable use of environments e.g. use of Students will use the creative arts (dance, drama or music) to
resources communicate the need for sustainability within an aspect of their
school environment.
TEACHING AND LEARNING ACTIONS
Orientation: 5 minutes Reflection: 5 minutes
Focus: Show students a slideshow of pictures taken from the Awabakal Teacher to reflect on the different perceptions the class has on the
Nature Reserve excursion. management of environments.

Engage: Read the book Welcome to Country by Joy Murphy and Lisa
Kennedy
Access: Ask students what they think sustainability is and document these
on the whiteboard. Which page or line in the book do they students think
Challenge and Extend
Teacher to write on the board:
What can we learn from Aboriginal peoples sustainable practices?
Encourage students to reflect on what they have learnt to consolidate
knowledge and to extend on their thinking.
reflects on sustainable practices of Aboriginal peoples.
Content Time Guided Discovery Group Teachers Assessment Resources
Role
5 Teacher to ask students Where do you see Structure What How
mins sustainability? Or How do you know something
Examination of Welcome to
is sustainable?
different Teacher Country by
WG Group Observatio
perceptions of Joy Murphy
Monitored contribution n
environmental and Lisa
Exploration encourage
management and Kennedy
group
In groups students will take 6 pictures of things in participation
15 discussion
the school environment (3 sustainable and 3 (perceptions)
mins and build
unsustainable). Small upon ideas
Using the pictures students will suggest ways of Groups IPads/ Digital
managing the sustainability already present and cameras
ways of changing the schools unsustainable
practices using the knowledge acquired
throughout the unit.

Group to document these ideas of ways we can

make our school more sustainable. Teacher
monitored Relates
Examination of encourage different
Guided Discovery
how ATSI 5 student led perceptions of Shared
peoples mins Teacher to ask students how they think discussion environmental dialogue &
practices Aboriginal peoples cared for their environment? s management observation
support and Teacher to suggest dance as a way of to
promote communicating connection and respect for understanding
sustainable use Environment. of how to
of environments promote
Play video Terrain- Bangarra Dance Theatre
Monitor sustainability
https://www.youtube.com/watch?v=dqqb7aIxNFw
and
scaffold
Discuss how the performers use movements to WG- students
demonstrate connections to the land, Yarning
20 encouraging students to reflect on particular circle
mins movements. During this
time
teacher will
Exploration photograph
Students will create a dance/ music composition/ students
drama (story-telling) to be used to promote creative
sustainable use of environments incorporating process
Indigenous peoples perspective.
Sustains a
role in a
Individualising creative arts
Teacher to provide students access to Move it Small composition
Mob style and Bangarra Dance Theatre to group to express
provide inspiration to students composition. meaning

Process &
Teacher to provide students with example by product
relating to bush tucker garden (using water analysis
wisely, taking only what you need, using
seasonal produce etc.).
Appendix One- Aboriginal Dreaming story and Chinese Folklore (Lesson Two)

Biame Awabakal Dreaming Story

Biame is one of the great Goori ancestral beings of the Creation period. His
presence is felt throughout many South-Eastern Indigenous Australian communities
and his journeys are recorded in song, dance, art, oral histories and Dreaming sites.
During the creation period he moved across the land, helping develop the landscape
and giving life and law to man and other aspects of the environment. When his
journey was complete Biame returned to the sky but appears at different times to
remind Goori peoples of the law.
The Biame Cave at Millbrodale shows an art representation of Biame in the lands of
the Wonnarua, while Mt. Yengo, south-west of Wollombi and in the Darkinjung
country is one of the sites where Biame descended from and ascended back into the
sky.

Illustrate the Dreaming story

 Pan Gu Chinese Folklore

Long, long ago, when heaven and earth were still one, the entire universe was
contained in an egg-shaped cloud. All the matter of the universe swirled chaotically
in that egg. Deep within the swirling matter was Pan Gu, a huge giant who grew in
the chaos. For 18,000 years he developed and slept in the egg. Finally one day he
awoke and stretched, and the egg broke to release the matter of the universe. The
lighter purer elements drifted upwards to make the sky and heavens, and the
heavier impure elements settled downwards to make the earth.

In the midst of this new world, Pan Gu worried that heaven and earth might mix
again; so he resolved to hold them apart, with the heavens on his head and the
earth under his feet. As the two continued to separate, Pan Gu grew to hold them
apart. For 18,000 years he continued to grow, until the heavens were 30,000 miles
above the earth. For much longer he continued to hold the two apart, fearing the
retun of the chaos of his youth. Finally he realized they were stable, and soon after
that he died.

With the immense giant's death, the earth took on new character. His arms and legs
became the four directions and the mountains. His blood became the rivers, and his
sweat became the rain and dew. His voice became the thunder, and his breath
became the winds. His hair became the grass, and his veins became the roads and
paths. His teeth and bones became the minerals and rocks, and his flesh became
the soil of the fields. Up above, his left eye became the sun, and his right eye
became the moon. Thus in death, as in life, Pan Gu made the world as it is today.

Illustrate the Chinese Folklore

Appendix One:
Recycling Rangers:

Materials:

- 4 bins
- Cardboard
- Newspapers
- Magazines
- Plastic soft drink bottles
- Plastic milk bottles
- Glass jars
- Aluminium cans
- Steel food cans

1. Set up four bins in the classroom and label them paper, glass, plastic, and
metals. Make a pile of all the recyclable items on the floor and ask the students
to gather around them in a circle.
2. Explain to the students that by the end of the lesson they will become Recycling
Rangers and learn how to recycle different items.
3. Moving through the pile one at a time, ask the students to identify the material
that each item is made from. Then, choose a students to volunteer to place the
item in the appropriate bin. Also as the students to name another product that is
made from that same material.
Appendix 2
One at a time (for each group), students run to the resources hoop and find a beanbag with a resource
relevant to their environment or animal. Once all of the resources have been collected, students group their
resources into features of environment and food for their animal. Students then write down information
about their environments in their books.

Appendix Three
De Bonos Thinking Hats Prompting Cards:
Each group is given a card to prompt and guide their discussion in regards the book: Where the
forest meets the sea and what would happen if there was no more forest.
Appendix (Lesson 8)
List of places
Uluru
Jenolan Caves
The Murray river
The Three Sisters
The Daintree Queensland
Baiames Cave
ABOR 3500 Meeting Minutes

Date- 12/10/2016
Attendees: Georgie, Julia, Jenna, Britt, Sam and Nat
Discussion
Group decided on the use of Stage 2 Geography syllabus
Theme: The Earths Environment
Each member is to provide outline of designated syllabus point.
Georgie- Different environments
Sam and Jenn- Significance of environments
Nat and Julia- Perception of Environments
Britt and Georgie- Protection of Environments
Next meeting to be conducted 19/10/2016.
To be completed prior to next meeting
Research lesson ideas relevant to syllabus dot point (everyone) to bring to next meeting for
discussion.
Locate localised resources

Date- 19/10/2016
Attendees: Georgie, Julia, Jenna, Britt, Sam and Nat
Discussion
Each member presented ideas for their lesson which were reviewed by the group and altered to
ensure unit overview and lesson sequence was cohesive and stage appropriate.
Group discussed inclusion of local Elder. It was decided that Julias and Britts lesson should
engage local community.

School and class structure was discussed, it was agreed that:

Year four class of 25 students. 4 identify as Indigenous and 3 students have a background other
than English.
Next meeting to be conducted ??? /10/16
To be completed
All members to have posted lesson overview by Friday 21/10 for group editing and to allow
time for presentation preparation and lesson plan.
Each member to create relevant resources to be included in appendix.
 School location to be determined
Considerations column to be added to the unit overview.

Date - 21/10/2016
Attendees: Jenn and Georgie

Discussion:
Unit overview was reviewed comments and suggestions:
Overall the unit plan needs to include the add content being covered in the lesson students
learn to
Elder needs to be changed to local community member (Elder with a capital E)
Dreaming needs to be changed to the Dreaming
Appendix of contact details to be added

Lesson two- include Chinese folk tale and compare to Aboriginal connection to animals,
religion/ ancient map of China
Lesson four- Considerations of Aboriginal author and explicit links to local community. Link
to QLD component to comparative content (climate, weather, trade).
Lesson five- Aboriginal perspective need to be embedded within the lesson not just added
on. Consider incorporating a PE style lesson to engage Aboriginal pedagogies.
Lesson six- What do students actually do in the lesson
Lesson seven- good
Lesson eight- see picture attached
Lesson nine- good maybe think about scaffolding and planning
Lesson ten and eleven could be combined
Lesson twelve- good
Lesson thirteen- combine this with Aboriginal dance to explore practices of sustainability.

Proposal of a meeting prior to pre-arranged Wednesday. Tuesday?