Lesson plan 1:

School: N/A Year Group: 7 Day: xxx Date: xx/xx

Topic:

Science and Story
Telling 1
Aims: To learn how to pass on an important message
about sustainable management of the environment
using story telling.

Learning focus: To pass on a message about the
sustainable management of the environment to
other students using storybird.com

Success Criteria: Students will create a story using
storybird.com about the sustainable management of
the environment that they can pass onto their peers.
AusVELS: Strands, domain, foci,
and standards.

7 Science as a Human
Endeavour

Science knowledge can develop
through collaboration and
connecting ideas across the
disciplines of science (ACSHE223)

Science and technology contribute
to finding solutions to a range of
contemporary issues; these
solutions may impact on other
areas of society and involve ethical
considerations(ACSHE120)

7 Science Inquiry skills

Communicate ideas, findings and
solutions to problems using
scientific language and
representations using digital
technologies as appropriate
(ACSIS133).

Location/Setting:

Classroom
Organisation/Student Groups:

Students will present their stories one by one in the
groups decided last lesson. (Group of 3)
Classroom management
strategy:

Make sure students are being
polite and respectful whilst stories
are being presented and not
laughing/making fun of other
peoples presentations. Students
will be given a warning if this
happens and if it continues,
further action will be taken.

Key vocabulary:

Sustainability
Environment

Material, Resources and Equipment:

Laptop
Projector
Stories on USB

References:

Storybird.com
https://www.youtube.com/watch?v
=L3DH7vRUHRk

Introduction (15
minutes)
Connecting,
Engaging and
Modelling Inquiry
Main Body (20 minutes)
Guiding inquiry and Practice
Conclusion (80 minutes)
Sharing, explaining and
reviewing inquiry

ENGAGE:

How is the
knowledge of land
care passed down
EXPLORE:

Whole class activity:

Watch a dreamtime story short film:
EVALUATE:

- Hand out rubric
- In groups of 3: you are to
make your own dreamtime
from elders in
Indigenous
communities so that
sustainability of the
land is maintained?
How does this differ
from modern day
teaching?

https://www.youtube.com/watch?v=L3DH7vRUHRk


EXPLAIN:

Class discussion:
What was the story about?
Some points:
- Dont try to be something your not
- Father will love his son no matter what
- Embrace your strengths and weaknesses.

ELABORATE:

How is the method used to tell this story similar or
different from how we learn about the past in
school?
- This story is an experience that someone has
had that is then passed on to tell a story to
future generations.
- We also learn by telling stories from the past
in school, its just in a different format.

story using storybird.com
- The story is to have a
message that relates to
sustainable management of
the environment.
- Not to be longer than 5
minutes
- You will have the rest of the
lesson to get into your groups
and to start working on your
story. Next class we will
watch the stories and try to
decipher the message your
group is trying to convey.


Higher Order of Thinking The cognitive domains of Blooms taxonomy are used throughout this lesson to
encourage students to use a higher order of thinking. The lesson starts off at
understanding, where students are shown an example of a dreamtime story,
which is then related to the activity that will follow. Students are then required
to analyse the video and discuss how they might use this method to convey a
message across about within the field of science. They are then required to not
only apply but also create a story using the knowledge just gained throughout
the lesson. Evaluation will take part in the next lesson when stories are
presented to the class.
Sustainability Sustainability is present throughout this lesson as it is one of the main ideas
being covered.
Indigenous Culture Indigenous culture is present throughout this lesson as it is one of the main
ideas being covered.
E5 instructional model The use of e5 is present throughout the whole of this lesson. The lesson is built
on this model.
ICT ICT is used in different formats throughout this lesson. Students are required to
watch a youtube video as an engaging activity. As well as this, they are required
to create a story using the online tool storybird.com

Lesson Plan 2:

School: N/A Year Group: 7 Day: xxx Date: xx/xx
Topic:

Indigenous Cultures
and sustainable
management of the
land.
Aims: To learn about how
Indigenous cultures cared for
the land in a sustainable way.

Learning focus: To develop
and understanding about
Aboriginal and Torres Strait
Islander peoples beliefs and
care for the land.

Success Criteria: Students
will create a field report on
one of the main ideas covered
during the excursion.
AusVELS: Strands, domain, foci, and standards.

7 Science as a Human Endeavour

Science knowledge can develop through
collaboration and connecting ideas across the
disciplines of science (ACSHE223)

Science understanding influences the development of
practices in areas of human activity such as industry,
agriculture and marine and terrestrial resource
management (ACSHE121)

7 Science inquiry skills

Construct and use a range of representations,
including graphs, keys and models to represent and
analyse patterns or relationships, including
using digital technologies as appropriate (ACSIS129)

Communicate ideas, findings and solutions to
problems using scientific language and
representations using digital technologies as
appropriate (ACSIS133)

Location/Setting:

Iramoo Sustainable
Community Centre, St.
Albans.
Organisation/Student
Groups:

TBC. Students will be broken
up into groups once we reach
the site.
Classroom management strategy:

Make sure students are being polite and respectful
towards our guides. Any bad behaviour and student
will be immediately removed from the excursion.

Key vocabulary:

Sustainability
Environment
Indigenous
Land Care

Material, Resources and
Equipment:

Hat
Sunscreen
Water Bottle
Journal
Pen
Food for the Day
First Aid Kit
Permission slips

References:


Introduction
Connecting, Engaging and
Modelling Inquiry
Main Body (Excursion will
run for 2-3 hours)
Guiding inquiry and Practice
Conclusion
Sharing, explaining and reviewing inquiry

ENGAGE:

Introduction to be run
by Guests on site.

This excursion will be
EXPLORE & EXPLAIN:

Have students record
responses in their journals to
the following prompts:
What are Aboriginal and
ELABORATE & EVALUATE:

Field report to be created as a word document using
at least two other resources. One of the resource
types must be ICT. Some examples:

more effective for my
students learning, as
they will be learning
about Sustainability
and the Indigenous
Culture from and elder
of Aboriginal and
Torres Strait Islander
descent. They will be
given the opportunity
to gain first hand
experience from
someone who has a
deeper understanding
of the Indigenous
cultures of Australia
manage
environmental
sustainability. I believe
this will allow
students to gain a
deeper understanding
of this topic than if the
topic was taught
purely via classroom
knowledge.


Torres Strait Islander
peoples beliefs towards
the land?
What principles or values
are present?
How do they ensure they
have minimal impact on
the environment?
Can Aboriginal and Torres
Strait Islander beliefs and
practices enable us to
have a more sustainable
future?
What puzzles you or
interests you about the
actions and beliefs of
Indigenous people
towards the land?

Lore of the Land CD
Books
Websites-
www.creativespirits.info/aboriginalculture/l
and/
http://www.wilderness.org.au/campaigns/in
digenous-conservation


Higher Order of Thinking The cognitive domains of Blooms taxonomy are used throughout this lesson to
encourage students to use a higher order of thinking. The lesson starts off at
understanding, where students are introduced to a Guide of Aboriginal descent
that talks to them about his history and how his elders looked after the land.
Students are then required to apply knowledge passed onto them from the
guide with hands on activities run my Iramoo. Students are given the
opportunity to analyse and evaluate the tasks by asking questions, filling out
the template sheet with guiding questions and by creating a field report on their
experience (creating).
Sustainability Sustainability is present throughout this lesson as it is one of the main ideas
being covered.
Indigenous Culture Indigenous culture is present throughout this lesson as it is one of the main
ideas being covered.
E5 instructional model The use of e5 is present throughout the whole of this lesson. The lesson is built
on this model.

Summative assessment task 1:

Assessment task: Sustainable story video

Students work in groups of 3 to create their own dreamtime story addressing an issue to do with
sustainable management of the environment. They present their story to the whole class outlining
the following points:
The story is to contain a message about an issue relating to sustainable management of the
environment
It is to be no longer than 5 minutes
Must use storybird.com

Learning intentions:

To learn about how knowledge is passed through the generations in Indigenous cultures.

Success criteria:

Students will create a story using storybird.com about sustainable management of the environment
that they can pass onto their peers.

Sustainable story video

In groups of 3: Due: XX/XX

You will create your own dreamtime story addressing and
issue relating to sustainable management of the environment.
You will talk about the impacts it has on the environment and
the potential solutions to solve it.
The presentation is to be done by using storybird.com and is
to be no longer than 5 minutes.



Sustainable Story Video Rubric

Student Name: ________________________________________


CATEGORY
Does not meet stand
ards - 0 points
Partially meets standa
rds - 1 point
Meets standards - 2
points
Exceeds standards - 3
points
Introduction No introductory
statement.
Incomplete
introductory
statement.
Strong introductory
statement.
Outstanding
introductory
statement.
Development of
topic
(ACSIS132)
Very little/no
understanding of the
topic is shown. There
are no links and
connections made
between ideas.
A basic understanding
of the topic is shown.
There are no links and
connections made
between ideas.
A clear
understanding of the
topic is shown. Links
and connections
between ideas are
not made clear.
A clear understanding
of the topic is shown.
Links and connections
between ideas are
made clear.
Presentation of
sustainable
management issue
(ASIS124)
No issue present. Incomplete
presentation of an
issue.
Strong presentation
of an issue.
Outstanding
presentation of an
issue.
Organisation
(ACSIS125)
Points disorganised
with no depth or
detail in the
information.
Points are somewhat
disorganised with
very little depth and
detail in the
information.
Points are well
organised but could
have gone more in
depth and detailed.
Points were well
organised and
developed with in
depth details.
Use of visual aids
(ACSIS129)
Presentation was
incomplete and not
carefully prepared.
Presentation is not
carefully prepared
and has many
mistakes.
Presentation was
carefully prepared
with few mistakes.
Presentation was
carefully prepared
with no mistakes.
Use of ICT
(ACSIS133)
No use of required
ICT programs.
Limited use of
required ICT
programs.
Strong use of
required ICT
programs.
Outstanding use of
ICT programs.
Overall score

/21
Comments:

High
Medium
Low
Very Low
Not shown


16-21
10-15
4-9
1-3
0



Summative assessment task 2:

Assessment task: Iramoo Field Report


Students work to create a field report based on the class excursion to Iramoo Sustainable
community Centre. The field report is to be done individually and presented as a scientific paper
containing the following points:
An introduction, discussion and conclusion.
The introduction must contain a brief introduction about Iramoo and then information about what
aspect of the excursion the student will be covering.
The discussion must connect to at least one of the guiding questions given to you on the day of the
excursion.
Conclusion must contain the students point of view on your discussion.
Students must create the document using word and must use as least two other resources for
information. One of the resource types must be ICT based. Some examples of resources are:
o Lore of the Land CD
o Books
o Websites-
o www.creativespirits.info/aboriginalculture/land/
o http://www.wilderness.org.au/campaigns/indigenous-conservation


Learning intentions:

To develop an understanding about the Aboriginal and Torres Strait Islander peoples beliefs and care
for the land.

Success criteria:

Students will create a field report on one of the main ideas covered during the excursion.




Iramoo Field Report

Individual Task: Due: XX/XX

You will create a scientific field report based on our
excursion to Iramoo Sustainable Community Centre.
The report must contain an Introduction, discussion, and
conclusion and is to be minimum 1 A4 page long.
The report is to be done as a word document and must
contain at least the use of at least two other resources. One
of these resources is to be ICT based. Some examples of
other resources are:
o Lore of the Land CD
o Books
o Websites-
o www.creativespirits.info/aboriginalculture/land/
o http://www.wilderness.org.au/campaigns/indigenous-conservation


Iramoo field report Rubric

Student Name: ________________________________________


CATEGORY
Does not meet stand
ards - 0 points
Partially meets standa
rds - 1 point
Meets standards - 2
points
Exceeds standards - 3
points
Introduction No introductory
statement.
Incomplete
introductory
statement.
Strong introductory
statement.
Outstanding
introductory
statement.
Development of
topic
(ACSIS129)
Very little/no
understanding of the
topic is shown. There
are no links and
connections made
between ideas.
A basic understanding
of the topic is shown.
There are no links and
connections made
between ideas.
A clear
understanding of the
topic is shown. Links
and connections
between ideas are
not made clear.
A clear understanding
of the topic is shown.
Links and connections
between ideas are
made clear.
Discussion about
one of the guiding
questions
(ACSIS130)
No guiding question
present.
Incomplete
presentation of one of
the guiding questions.
Strong presentation
of one of the guiding
questions.
Outstanding
presentation of one
or more of the guiding
questions.
Organisation
(ACSIS132)
Points disorganised
with no depth or
detail in the
information.
Points are somewhat
disorganised with
very little depth and
detail in the
information.
Points are well
organised but could
have gone more in
depth and detailed.
Points were well
organised and
developed with in
depth details.
Conclusion
(ACSIS124)
Conclusion was
incomplete and not
carefully prepared.
Conclusion is not
carefully prepared
and no connections
are made to the rest
of the report.
Conclusion was
carefully prepared
with connections to
the report made.
Conclusion was
carefully prepared
with connections to
the report made with
great depth.
Use of ICT and extra
resources
(ACSIS133)
No use of required
ICT programs or extra
resources.
Limited use of
required ICT programs
and only one extra
relevant resource
used.
Strong use of
required ICT
programs and two
extra and relevant
resources used.
Outstanding use of
ICT programs and any
extra and relevant
resources used.
Overall score

/21
Comments:

High
Medium
Low
Very Low
Not shown


16-21
10-15
4-9
1-3
0


Summative assessment task 3:

Assessment task: Action Plan Presentation

Students work in groups of 3 to plan and carry out an action project. They present their action as a
presentation to the whole group outlining the following points:
An assessment of the area of need. What is the problem? What caused the problem?
An outline of the action project. What steps will be taken? How will this solve the problem? Who is
involved? What is the time frame?
Connection to Indigenous beliefs and practices. How does the action connect with the beliefs and
practices of Aboriginal and Torres Strait Islander peoples?
Evaluation of the action. How effective was the action? How do you know? What recommendations
would you suggest for ongoing or further actions in this area?
Powerpoint or Prezi to be used for the presentation, no longer than 15 minutes per presentation.

Learning intentions:

To understand the importance of finding solutions to problems and creating change.

Success criteria:

Students will address an environmental issue that they care about on a local or global scale. They will
talk about the impacts it has, the potential solutions to solve it, and what actions they will take to
create a positive change on this issue. They will also discuss how the action connects with the beliefs
and practices of Aboriginal and Torres Strait Islander People.












Action Plan Presentation

In groups of 3: Due: XX/XX

You will address an environmental issue that you care about
on a local or global scale.
You will talk about the impacts it has, the potential solutions
to solve it, and what actions you will take to create a positive
change on this issue.
You will also discuss how the action connects with the beliefs
and practices of Aboriginal and Torres Strait Islander People.
The presentation is to be done by PowerPoint or Prezi and is
to be no longer than 15 minutes.


Action Plan Presentation Rubric

Student Name: ________________________________________


CATEGORY
Does not meet stand
ards - 0 points
Partially meets standa
rds - 1 point
Meets standards - 2
points
Exceeds standards - 3
points
Introduction No introductory
statement
Incomplete
introductory
statement
Strong introductory
statement
Outstanding
introductory
statement
Problem/s clearly
stated
(ACSIS124)
No problems stated Problem statement is
vague
Problems are
specific and clearly
stated
Problems are specific,
insightful, and clearly
stated
Potential solutions
(ACSIS130)
Potential solutions
not described
Potential solutions
either not
appropriately or not
accurately described
Potential solutions
appropriately and
accurately descried
in relation to the
problems
Potential solutions
appropriately and
accurately described
in extensive detail in
relation to the
problems
Discussion
(ACSHE119)
No conclusion drawn
from the results
present in discussion
Limited of
unsupported
conclusions drawn
from the results
present in the
discussion
Accurate
conclusions drawn
from the results
present in the
discussion
Insightful and
accurate conclusions
drawn from the
results present in the
discussion
Connection to
indigenous beliefs
and practices
(ACSHE223)

No connection to
indigenous beliefs
and practices
Limited connection to
indigenous beliefs and
practices
Strong connection to
indigenous beliefs
and practices
Outstanding
connection to
indigenous beliefs and
practices
Evaluation of action
(ACSHE120)
No evaluation of
action
Limited evaluation of
action
Strong evaluation of
action
Outstanding
evaluation of action
Use of ICT
(ACSIS133)
No use of required
ICT programs
Limited use of
required ICT programs
Strong use of
required ICT
programs
Outstanding use of
ICT programs
Reference/bibliogra
phy
(ACELA1782)
No references/
bibliography
Limited references/
bibliography
Strong references/
bibliography
Outstanding
references/
bibliography
Overall score

/24
Comments:

High
Medium
Low
Very Low
Not shown


19-24
13-18
7-12
1-6
0


PERMISSION FOR STUDENT TO ATTEND EXCURSION ACTIVITY
School Name: Bla bla high school Class/Year: 7
Times and Dates of activity:

From: 9:00 am on 29 /10 / 2014 To: 2:30pm on 29/10/ 2014
To Iramoo Sustainable Community Center in St. Albans
Student requirements (e.g. sun protection, running shoes):
Food for the day, hat, sunscreen, school uniform,
water bottle
Details of each activity (itemise each proposed activity and if necessary attach a proposed itinerary and supervisor list):
An excursion to Iramoo Sustainability Centre in St.Albans where students will speak to a Guest speaker about Aboriginal and Torres
Strait Islander care or the Land. They will walk through Iramoo facilities and talk about sustainability and how Indigenous cultures cared
for the land in a sustainable way. The school bus will be leaving the school at 9:30am and returning by 2:30pm.
Planned Transport:
School Bus Hire Bus Town Bus Staff/Parent Vehicle Students Own Vehicle Walking Other
Costs associated with activity: Excursion costs $ 12 The suggested amount for spending money is $ 0
Please complete all details below and return it to Miss Francesca Gee (teacher in charge)
By 22 / 10 / 2014 Failure to do so may result in your child being unable to participate in the activity.
.. (Teacher Signature) .. (Principal Signature) .//

Students Family Name:

Students Given Names:
Students Date of Birth:

Gender: Male Female
Parent/Caregivers Name:

Parent/Caregiver Telephone Number:
Work: Home: Mobile:
Emergency Contact Name (alternate contact):


Emergency Contact Telephone Number:
Work: Home: Mobile:
Students medical details:
Date of last tetanus injection:
Known allergies (drug reaction etc.): Dietary restrictions:




Is the student under medication? (If yes, name medication and attach instructions)


Has your child any special medical condition, physical or psychological limitations or cultural restrictions which may affect
her/him whilst taking part in any activities? Please provide full details (attach information if necessary). Please provide any
other information which you believe may help staff provide the best possible care.

Parental Consent
Your attention is drawn to the following important points:
Students are under the teachers/supervisors authority for the duration of the excursion. A student may be returned home at the
expense of the parent/caregiver if the teacher/supervisor considers that circumstances warrant such action.
The Department of Education has a duty of care for students engaged in school related activities, including excursions and sporting
events under its direction or supervision. All reasonable steps will be taken to protect students against reasonably foreseeable risks
of injury or harm.
Financial responsibility for medical and other costs incurred in emergency situations or where a decision is taken to return a student
home, rests with the parent/guardian of the student. Parents may wish to take out additional insurance to cover such costs.
Liability for loss, theft or damage to student property is the responsibility of the parent/guardian of the student.
Students are not permitted to transport other students in vehicles regardless of written permission being provided.
Permission is given to attend this excursion.
YES NO
Permission is given for school staff to administer first aid if required
YES NO
Permission is given to secure medical attention in case of illness/accident whilst on this excursion
and I accept responsibility for any costs involved including ambulance transport if applicable. YES NO
I agree to pay the excursion costs outlined above.
YES NO
Where the excursion involves aquatic activities, I consent to my child swimming with supervision.
YES NO
.......................................................................... ...................................................................... //.
Parent/Caregiver Name Parent/Caregiver Signature Date
Suitability checklist for Iramoo Sustainable Community Centre:

- Location: St. Albans Campus
McKechnie Street, St.Albans Building 1J
PO Box 14428
Melbourne VIC 8001

- Accessibility:
o Site is highly accessible with ample parking close by. Ramps are available to enter any
buildings. All paths are gravel paths.
- Mode of transport to site:
o School bus will be needed to transport students to and from the site. No transport is required
whilst at the site.
- Toilet facilities:
o Ample toilet facilities available including disabled toilets.
- Undercover areas available:
o Undercover area is available for eating and also if weather turns. Some of the excursion will
be held inside demountable buildings. Victoria University buildings/caf are also close by for
shelter if required.
- Other information:
o Site caters for multiple year levels. Suitable for year 7
o Excursion length will be 2-3 hours not including lunch
o Cost is minimal as the facility is run by a volunteer organization. Cost goes towards the
upkeep of the facility.
- Programs offered:
o Growing and using native plants
o Creating frog ponds
o Creating working compost
o Organic vegetable growing
o School environment
o Indigenous culture programs that look at sustainability and the environment through the eyes
of the Indigenous. (This one)
- Information offered:
o Minimal information offered on the website.
o Students will need to bring journals to take notes throughout the day. A worksheet will also
be handed out with guiding questions for students.
Worksheet for Iramoo Sustainable Community Centre:

We will be spending the day with a guest speaker who is of Aboriginal and Torres Strait Islander
descent. This worksheet is designed to guide you in completing your assessment task linked with this
excursion. Please fill it out to the best of your ability throughout the day, as it will help I your final
assessment.

1. What are Aboriginal and Torres Strait Islander peoples beliefs towards the land?






















2. How do they ensure they have minimal impact on the environment? What are some examples?























3. Can Aboriginal and Torres Strait Islander beliefs and practices enable us to have a more sustainable
future?


























4. What puzzles you or interests you about the actions and beliefs of Indigenous people towards the
land? Write down questions that you think of throughout the day that you might be able to ask our
guide.