Table of Contents

Unit of Work 102085: Stage 4 4

Lesson 1: History 7
Lesson 2: Commerce 8
Lesson 3: Geography 9
Lesson 4: Music 11
Lesson 5: Geography 12
Lesson 6: English 14
Lesson 7: History 16
Lesson 8: Commerce 17
Lesson 9: English 18
Lesson 10: Music 19
Unit of Work 102085: Stage 4
Site Details: Wollongong Botanical Gardens

Site Description:
The original Aboriginal inhabitants of the Wollongong area are the Dharawal (also spelt Tarawal or Thuruwal) people. The Dharawal people lived on the coastal
areas of Sydney between Broken Bay/Pittwater, Berowra Waters, south west to Parramatta and Liverpool and extending from there [and along the south-east coastline],
into the Illawarra and Shoalhaven districts. The traditional language of this tribe was also known as Dharawal and this was spoken from Sydney in the north to as far
south as Bega.
The Wadi Wadi are a sub-group of the Dharawal who occupied the southern part of the Dharawal area with several campsites around Lake Illawarra. Aboriginal
people moved freely throughout the region and shared resources with their near neighbours without fear of trespassing. The Aboriginal and Torres Strait Islander
population of the Illawarra region is made up of many diverse cultural and political groups and organisations.
Wollongong Botanic Garden has several spaces dedicated to showcasing flora and fauna from the local, broader national and international areas. There is a
dedicated Bush Tucker garden called the “Towri Bush Tucker Garden” for exploratory purposes to highlight local flora and their uses.
Explicit exploration of Aboriginal culture and history in this area is not specifically highlighted in the Garden.
Experiential learning brings the classroom to life and allows students to gain meaningful insights into the world around them.
Group member Lesson plan number X/10 Outline Curriculum area covered and link to your site

1 Grozda Popovic History 1/10, 7/10 A history of Wollongong Botanic Gardens: looking at history and uses (both past and present case study).
17996714

2 Jie Zhou Commerce 2/10, 8/10 Aboriginal trading and travel

18774636

3 Matthew Bourke Geography 3/10, 5/10 Landforms and landscapes: collection of geographical features through visual and symbolic imagery and
18918957 analysis of findings.

4 Jasmine Breeze Music 4/10, 10/10 Australian Music: Soundscapes Identifying Place
18036116

5 Elisabeth Collins English 6/10, 9/10 These two lessons will develop students descriptive writing abilities and explore our relationship with place,
13483513 comparing this to the importance of place for the Wadi Wadi community of the Illawarra region. This will
culminate in the writing of lyrics to be used in the final group, multimodal project.

Unit description

This unit of works encourages students to become aware of how Aboriginal perspectives, culture and history are made explicit, implicit, or concealed in the public
sphere, and how they can go about uncovering local knowledge. Students will discuss how their knowledge of the places they live are constructed and examine ways
to present a different view of the Wollongong Botanic Garden.

Time allocation 10 x 60-minute lessons

Resources Targeted outcomes

History History:
30x Wollongong Botanical Gardens workbooks (History section). HT4-1: Describes the nature of history and archaeology and explains their contribution to
30x A4 sheets of paper. an understanding of the past.
Pens/ Pencils. HT4-6: Uses evidence from sources to support historical narratives and explanations.
BYOD (device such as smartphone or iPad accepted). Please see teacher for more HT4-8: Locates, selects and organises information from sources to develop an historical
information. inquiry.
Projector.

Commerce Commerce:
Computers, 4.4 A student identifies key factors affecting commercial and legal decisions
Internet, Video link: https://www.youtube.com/watch?v=kVOG-RKTFIo 4.7 A student selects and organizes commercial and legal information from a variety of
Power point sources
Mind mapping activity sheets 4.9 A student works independently and collaboratively to meet individual and collective
Botanical Gardens Site Study Resource Booklet goals within specified timelines

Geography Geography:
Botanical Gardens Site Study Resource Booklet GE4-1 locates and describes the diverse features and characteristics of a range of places
The pre-allocated amounts of samples taken from the Garden and environments
25 x Wollongong Botanical Gardens workbooks (Geography section). GE4-2 describes processes and influences that form and transform places and
25 x worksheets environments
1 tub of Vinegar and baking soda GE4-7 acquires and processes geographical information by selecting and using
Pens/ Pencils. geographical tools for inquiry
25 small beakers (cleaned) GE4-8 communicates geographical information using a variety of strategies
Visit https://www.safeworkaustralia.gov.au/working-safely-chemicals
potential threats, general PPE & risk assessments.
All PPE needed for lesson is available
All resources (PowerPoint & Worksheet) attached to this lesson plan are available on the
thumb drive provided
Link to MDSS sheets and Risk Assessments
Music
Botanical Gardens Site Study Resource Booklet
In-class Assessment Checklist (Site Study)
Pencils
Electronic Devices (Phones: Recording purposes)
English
For free reading, students have their own paper text or may select one from the
classroom collection.
“Cheat Sheets” for Lesson 6/10 and 9/10 – one for every student.
Poetry Scaffold Worksheets.
Lyric Scaffold Worksheets.
Ensure working projector connected to the internet with sound (or equivalent).
Texts - Wilcannia Mob, Down River. 2016 lyrics and video -
https://www.youtube.com/watch?v=iSzdIThcTMA&index=2&list=RDCq8ePLUdnT8 ;
B Town Warriors, People of the Red Sunset - Just lyrics, on the “Cheat Sheet”
(if time, Wilcannia Mob, Down River. 2002 just video.)
https://www.youtube.com/watch?v=Cq8ePLUdnT8&list=RDCq8ePLUdnT8&index=1
Music:
4.4 Students demonstrates an understanding of musical concepts through exploring,
experimenting and organising sounds of a particular soundscape.
4.6 Students experiment with technology throughout the recording of compositional
content in regards to documentation of sounds and images.
4.7 Students displays musical understanding through listening, observing, reporting and
recording surrounding soundscapes, and reflecting on the use of musical concepts for
further assessment.
4.8 Students interact with the musical concepts through aural identification at the
beginning of the lesson and reflect through group discussion at the end of the lesson.
4.10 Students recognise the use of technology within capturing soundscape for musical
composition.
4.11 Students demonstrated respect, tolerance and appreciation of music as an
arrangement of aesthetically pleasing art, throughout the site visit by appreciating the
environment and learning place.
4.12 Students show the willingness to participate and engage in listening and composing
experiences.
English:
EN4-1A responds to and composes texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure.
EN4-4B makes effective language choices to creatively shape meaning with accuracy,
clarity and coherence.
EN4-5C thinks imaginatively, creatively, interpretively and critically about information,
ideas and arguments to respond to and compose texts.
EN4-6C identifies and explains connections between and among texts.
EN4-7D demonstrates understanding of how texts can express aspects of their broadening
world and their relationships within it.
EN4-8D identifies, considers and appreciates cultural expression in texts.
EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning.
SYLLABUS Key Learning KEY OUTCOMES/ CONTENT
OBJECTIVES Areas
Lesson 1 HT5-1: Describes the nature of history and
History archaeology and explains their contribution
to an understanding of the past.
HT5-6: Uses evidence from sources to
support historical narratives and
explanations.
HT5-8: Locates, selects and organises
information from sources to develop an
historical inquiry.
Lesson 2 4.4: A student identifies key factors affecting
commercial and legal decisions
Commerce
4.7: A student selects and organizes
commercial and legal information from a
variety of sources
4.9: A student works independently and
collaboratively to meet individual and
collective goals within specified timelines
INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
Pre-Lesson Guided Tour:
*Briefly talk to students about the site and the Indigenous
community members they will meet on the site. Go through the
different requirement and explain how the guided tour will help
students acquire the knowledge needed for the work booklet.
*In this time, make sure that the class roll is marked. Also go
through some of the WHS procedures needed for the site study.
*After the guided tour, students and teachers will go back to the
yarning circle and follow up on a discussion of what they learnt
during the tour of the Towri Bush Garden and the Rose
Remembrance Lawn. Create a conversation, where students can
elaborate on their understanding and different knowledge shared
by the community elders (Barbara Nicholson), learning officers
and teachers.
This lesson focuses on Aboriginal trade routes and trading
materials.
Lesson starts with students watching a video about Australian
trade. From the video, students explore Aboriginal trade routes
and how the pattern of the routes connected the land of Australia
together. Students also learn about Aboriginal trading materials
and their protocols of trade between clans. This story-telling
approach allows students to connect and approach knowledge
through narratives. It is an effective teaching pedagogy to engage
students in making connection between themselves to their
community.

Lesson 3 GE4-7: acquires and processes geographical
information by selecting and using
Geography
geographical tools for inquiry
GE4-8: communicates geographical
information using a variety of strategies
Students simulate Aboriginal trading activity. This activity allows
students to participate in a moneyless market environment to
experience the act of exchange. This activity provides a stimulus
for student to reflect on the concepts of exchange and value.
Based on students’ own shopping experience and the video and
simulation, students compare and evaluate the Aboriginal trade
system and contemporary Australian trade system. This activity
enhances students’ critical thinking ability and helps students to
develop a connection between Aboriginal knowledge and their
life experience.
The lesson ends with the preparation for Wollongong Botanic
Garden visit. Students in groups create a trading scenario. Each
group negotiates their travel path and uses the different areas of
Wollongong Botanic Garden to indicate certain points along the
trading routes. This activity is carried out on the day of students’
site visit, this activity requires students to reach their destination
by following the markers on their map. Students physical strength
is challenged along the travel and at the arrival of their
destination, students need to follow the trade protocols when
interacting with another clan’s country. This activity promotes
mutual respect, sharing and ethics.
This lesson focuses on the different connections shared between
Aboriginal people and landscapes and landforms.
Enquiry Questions:
What are some native fauna and flora that can be found on
Australian landscapes and landforms?
What are the interconnections between Aboriginal people and
place?
Which landscapes housed the most resources?
What are the consequences of damaged or destroyed landforms
and landscapes?
Lesson will start with the various images of native flora and fauna
leading into a class discussion on what the class perceives to be
its use or connection with the Aboriginal people. During each
picture students will categorise the picture into one of 3
categories, food, medicine and shelter.

<https://www.anbg.gov.au/gardens/visiting/exploring/aboriginal-
trail/index.html>

The idea of the short activity is to not only to identify different

cultural connections to landforms and landscapes but also get the
creative juices flowing in preparation for the site visit. The
landlinks formed and learned in this theoretical environment are
hoped to improve practical responses in the resource booklet.

Using ICT, in small groups students will be asked to create a

mindmap of a chosen native flora and fauna. This mindmap is a
chance for students to cross-weave different traditional uses and
emphasise its importance. After short presentations on the
importance of their chosen item, the class will select a top 5.

● Aboriginal bush foods

● http://www.rbgsyd.nsw.gov.au/plant_info/aboriginal
_bush_foods

● Royal Botanic Gardens Sydney.

● Bush foods of the Cadigal, Darug and Dharawal

people of Sydney and Blue Mountains region, NSW.

● Australian Bushfood and Native Medicine Forum

● http://www.bushfood.net

● “Discuss bushfoods (bushtucker), Aussie spices, native

medicine, and more.”

● Australian Native Food Industry Ltd

● http://www.anfil.org.au/
 ● ANFIL is the peak national body which represents all
interests in the Australian native food industry.

● Rural Industries Research and Development

Corporation

● http://www.rirdc.gov.au/programs/new-rural-
industries/new-plant-products/native-foods/native-
foods_home.cfm

● The RIRDC Native foods sub-program publishes

reports on the native food industry and research on
various plants and plant products.

Using class discussion, question students on the effects of

potential removal or destruction of the accessibility to fore-
mentioned items. Using the same mind maps each group will
come up with 5 consequences of the removal of their chosen item
using non linear learning.

Time permitting, the lesson will end on the following video

explaining the role colonisation played in the removal of native
Flora and Fauna.

<https://www.youtube.com/watch?v=LBKicYGEpsU>

SYLLABUS OBJECTIVES SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
Lesson 4 4.4: Students demonstrates an
Music understanding of musical concepts through
exploring, experimenting and organising
sounds of a particular soundscape.
4.7: Students displays musical understanding
(Site Visit)
through listening, observing, reporting and
recording surrounding soundscapes, and
reflecting on the use of musical concepts for
Lesson further assessment.
Presented by
4.8: Students interact with the musical
Jasmine
concepts through aural identification at the
beginning of the lesson and reflect through
group discussion at the end of the lesson.
Site Link:
Assessment:
Practical Lesson:
● Introduction: Acknowledgement to Country and Lesson
outcomes.
● Towri Bush Tucker Garden: Students will gain minimal
knowledge of the “place of learning bounded by flowers
and trees” that will provide a base for the idea of place
and it’s setting among soundscape.
● Deep Listening Activity: Students will engage with their
surroundings through a sensory experience that allows
students to engage with the soundscape setting of the
‘Towri Bush Tucker Garden’.
● Hands on Activity: Students after reflection among the
surrounding soundscapes will be able to identify the
sound qualities and imagery aspects of each
soundscape and acquire these items and objects
through a recording process that will be effectively
implemented towards their in class assessment during
next lesson.
● Reflection: Students will utilise their resource booklet to
create a draft graphically notated soundscape of their
collected ideas.
● Students explore the Wollongong Botanical Gardens in
particular the ‘Towri Bush Tucker Garden’ and
‘Rainforest Collection’ to gather resources for their unit
assessment.
● Students will be assessed on their participation of ideas
within their resource booklet for the site visit day. The
activities that will be look at for student creativity and

Lesson 5 GE4-1: locates and describes the diverse
features and characteristics of a range of
Geography
places and environments
GE4-2: describes processes and influences
that form and transform places and
environments
GE4-7: acquires and processes geographical
Lesson information by selecting and using
Presented by geographical tools for inquiry
Matt
direction will be the deep listening activity and
reflection activity.
Prerequisites for this lesson are the bringing of samples of dirt,
water and leafs collected from the site visit.
There are areas of the Botanical Gardens that paint a visual and
practical picture of the area pre-colonisation. Using this, students
will be asked to contrast the Botanical Gardens with the school.
Three different areas will be analysed and investigated to assess
the human impacts.
Three key areas of the land will be:
dirt/grass, water and plant life.
Enquiry Questions:
What is the health of the land the school sits on?
What are some contributors or factors creating this?
What are some of the similarities and differences to pre-
colonisation?
What are some geographical issues facing this local environment?
Derived the resource in the lesson plans, students will be given a
questionnaire worksheet that requires not only sight, but touch
and smell on the areas for completion. This lesson is heavily land
linked to create a greater awareness and impact furthermore,
ideally we want to replicate a contrast to the Botanical Garden to

Lesson 6 EN4-1A: responds to and composes texts for
understanding, interpretation, critical
English
analysis, imaginative expression and
pleasure.
EN4-4B: makes effective language
choices to creatively shape meaning
with accuracy, clarity and coherence.
EN4-5C: thinks imaginatively, creatively,
interpretively and critically about
information, ideas and arguments to
respond to and compose texts.
EN4-7D: demonstrates understanding of
how texts can express aspects of their
broadening world and their relationships
within it.
EN4-9E: uses, reflects on and assesses their
individual and collaborative skills for
create a case study.
This lesson requires a lot of hands on activity thus safety is of the
utmost importance. Students are to not use any equipment
unsupervised, thus the only option is for the whole class to attend
one area at a time.
For the completion of this activity, the worksheet must be
completed and returned to the teacher.
Lesson Activities
● 10 Minutes Free Reading - Students read their chosen
item and settle into the classroom. Teacher moves
around the room for one on one conference with a
couple of students about what they are reading or any
concerns.
● In groups, students examine their collections from the
site visit Dadirri listening exercise.
● Brainstorming – Onomatopoeic Game – going around
the room, each student should provide a sound they
remember from the site visit in an attempt to stump the
teacher and the rest of the class in the spelling of that
sound. The teacher will attempt to write each sound
word on the board, or challenge students to attempt
the same. This will provide a list of onomatopoeic words
to be used in the class poetry.
● Poetry of Place – Talk about writing a poem which
describes a personal connection to place. Students will
choose a location from their resource booklet English
activity. Using the poetry worksheet, students write
words around each of the stanzas. The first stanza is a
description of the place; the second is why it was
significant/memorable; the third is their feelings during
the Dadirri listening exercise. Encourage students to
 learning. make use of the class onomatopoeic word list.
● Writing Poetry of WBG – Students begin writing first
draft of poetry using the poetry worksheet. Using the
words students have written around the stanzas, being
writing sentences in the stanza circles. Remember, the
first stanza is a description of the place; the second is
why it was significant/memorable; the third is their
feelings during the Dadirri listening exercise.
● In their writing portfolios, students take a fresh page
and write their final poem about the place they have
chosen in WBG.

Site Link:
● Students use their completed resource booklet from the
Botanic Garden Wollongong site visit as a jumping off
point for class discussion as well as inspiration for their
creative writing.
Assessment:
● Students will be assessed on their group participation
and their creative writing piece which makes up part of
their writing portfolio for the year.

SYLLABUS OBJECTIVES SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
Lesson 7 HT5-1: Describes the nature of history
History and archaeology and explains their
contribution to an understanding of the
past.
Lesson:
*Students are given this time to complete pages 1-3 (history) as
their self-directed study. These pages must be completed and
teachers can mark the work with the class. Worksheets focus on
the history and prehistory of the garden post- 20th century.

HT5-6: Uses evidence from sources to

Lesson (Students will be permitted to ask more questions and observe
support historical narratives and their surroundings to answer the questions).
Presented by explanations.
Grozda *Using their surroundings as a source of inspiration and ideas.
HT5-8: Locates, selects and organises Students are required to split up into groups of 3-4.
information from sources to develop an
historical inquiry. Formative Task:
*In this activity, students are encouraged to seek creativity in
nature and create either a poem, drawing or short story
reflected on a chosen image of a site. Students must use this
image and reflect upon its historical significance and its
Indigenous connection to land.

*Students are required to complete this activity in their

groups for discussion.

*Students and teachers should use this time to present all group
tasks, where students can explain and discuss their findings and
work to their class peers.

*Max. 2 minutes for each group presentation.

Lesson 8 4.4: A student identifies key factors This lesson’s focus is on Aboriginal way of navigation and song
lines. Students use information collected from Wollongong
Commerce affecting commercial and legal Botanic Garden to develop deep understanding of the concepts.
decisions
The lesson starts with each group sharing their travelling and
trading experience in Wollongong Botanic Garden. Students
4.9: A student works independently identify navigation assistance they used in the garden and based
and collaboratively to meet on real life experience to identify other navigation assistances in
today’s world as well as in the past.
individual and collective goals
Lesson within specified timelines Students look at examples of Aboriginal star maps as visual aid
to develop understanding of how Aboriginal people used star
Presented by
maps as an aid to memorise their travel pathway.
Jie
Story telling: Students watch video “What are song lines”,
presented by Colin Johns, Lecture in Aboriginal history, to
understand what song lines are. Then students as a class engage
in open-ended questions to gain a better understanding of the
significance of song lines to community, information delivered
in song lines, conservation of song lines and so forth. Teacher
uses scaffolding to elicit students’ responses to help students
build deep understanding of song lines.

The lesson ends with the preparation for the activity “creation
of song lines”. Each group is required to create their own song
lines to present their travel pathway in Wollongong Botanic
Garden.

Land links: Students use the landscape of the garden and

natural resources in the garden (e.g. plants, trees, water flow
etc.) to make song lines that clearly demonstrate their travel
pathway. It helps students to develop a connection between
themselves and the land. Each group will perform their song
lines in the next lesson.
Lesson 9 EN4-1A: responds to and composes
texts for understanding, interpretation,
English
critical analysis, imaginative expression
and pleasure.
EN4-4B: makes effective language
choices to creatively shape meaning
with accuracy, clarity and
Lesson
coherence.
Presented by
Elisabeth
EN4-5C: thinks imaginatively,
creatively, interpretively and
critically about information, ideas
and arguments to respond to and
compose texts.
EN4-6C: identifies and explains
connections between and among texts.
EN4-7D: demonstrates understanding
of how texts can express aspects of
their broadening world and their
relationships within it.
EN4-8D: identifies, considers and
appreciates cultural expression in texts.
EN4-9E: uses, reflects on and assesses
their individual and collaborative skills
for learning.
Lesson Activities
● 10 Minutes Free Reading - Students read their chosen
item and settle into the classroom. Teacher moves
around the room for one on one conference with a
couple of students about what they are reading or any
concerns.
● Review resources from site visit and poetry from last
lesson.
● Classroom Discussion – What have we learnt during
this unit in history, commerce, geography and music
about the place where WBG is situated? How much of
this was apparent during our site visit? What was
hidden?
● Look and Listen - Wilcannia Mob, Down River.
https://www.youtube.com/watch?v=iSzdIThcTMA&in
dex=2&list=RDCq8ePLUdnT8 ; B Town Warriors,
People of the Red Sunset (if time,
● Directed Class Discussion - Compare the discussion of
place and the intertwining of history and cultural
representations of these two (or three) songs What
are these songs trying to say? How do these compare
to the poems we constructed last lesson about WBG?
Direct students towards a discussion of place as a way
of storytelling/ informing about the past and present.
Share with the class.
● Brainstorming - What have we learnt in History,
Geography, Commerce, Music and English about
Dharawal, Wadi Wadi and the Illawarra which are
most significant to place.
● Individual Task - Using the scaffold worksheet, your
poetry work from last lesson, the texts we have
viewed today, and our brainstorming, recrete a song
verse which reflects our experiences and learning of
WBG

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVES
Lesson 10 4.3: Students perform music by
demonstrating group ensemble
Music
awareness.
4.4: Students demonstrate musical
understanding of concepts through
organising, arranging and composing of
their soundscapes.
(Unit 4.6, 4.10: Students work with multiple
Assessment) IT resources through the experiment
and compositional process of creating
a soundscape.
4.8, 4.9: Students demonstrate musical
literacy and an understanding of
musical concepts through aural
identification, discussion of relative
● Share with the class, reflect on similarities and
differences.
Site Link:
● Students use their completed resource booklet from
the Botanic Garden Wollongong site visit as as
inspiration for song lyrics as well as discussing the
history of the area around WBG.
Assessment:
● Students will be assessed on their group participation
and learning in the unit as a whole which will be
reflected in the lyric writing exercise. These will be
assessed as part of the final unit project.
INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
Practical Lesson:
● Introduction: Recap on what we covered and learnt at
the site: “Towri Bush Tucker Garden”.
● Storytelling: Through the musical example of Dadirri.
Students will analyse the story of the Dadirri Listening
in relation to meaning and use of musical concepts.
● Graphic Notation: Students will refer to their draft
graphic soundscape created in the Resource Booklet
and edit their piece to incorporate more musical
qualities or meaningful content. Students will be given
a piece of cardboard to draw their final soundscape
score.
● Garageband: Students will move onto creating the
soundscape as indicated in the score by arranging the
musical recordings from the site into Garageband.
Students will need to create a minimum of 1 min of
musical examples and the use of
graphic notation within compositional
works.
sound before moving onto the next task.
● iMovie: Students will export their soundtracks from
Garageband and import them into iMovie. Once
completed students will interact with iMovie to create
a multimodal presentation that conveys their
soundscape of “Wollongong Botanical Gardens’.
● Review: Students will come together and present their
short soundscapes to the class. In which students will
be able to provide positive feedback and reflect on
areas for improvement.

Site Link:

● Students use resources provided from the

Wollongong Botanical Gardens in particular the ‘Towri
Bush Tucker Garden’ and ‘Rainforest Collection’ site
visit. Towards their final assessment a multimodal
presentation of the site.

Assessment:
● Students will be assessed on their participation within
group work and contribution to the musical
soundscapes and overall multimodal presentation.
Students will also be assessed on their contribution to
positive class feedback of each soundscape.