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Double Lesson

LESSON PLAN

Georgia Cole

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7M
Time: 1:20pm-2:10pm
Date: 17/06/16
Learning Area: HaSS (Geography)
Strand/Topic from the Australian Curriculum
The economic, cultural, spiritual and aesthetic
value of water for people, including Aboriginal
and Torres Strait Islander Peoples and peoples
of the Asia region (ACHGK041-2&3)
Elaborations

Exploring the multilayered meanings (material,


cultural and spiritual wellbeing) associated with
rivers, waterways, waterholes, seas, lakes, soaks
and springs for Aboriginal and Torres Strait
Islander Peoples

Aboriginal and Torres Strait Islander Histories and


Cultures

Examining bays, rivers, waterfalls or lakes in


Australia and in countries of the Asia region that
have been listed as either World Heritage sites or
national parks for their aesthetic and cultural
value

Students Prior Knowledge:


Extensive analysis of the Murray-Darling Basin, with
emphasis on:
What the crisis/issue is
Water allocation from Murray Darling Basin to local farmers
and residents
Education of locals/irrigators to use water in a more
sustainable and effective manner
Increased levels of salinity as a result of falling water levels.
Effect on local residents (including Indigenous and Torres
Strait Islander People)
Government plan to fix crisis including solutions such as
pumping water back into basin, flushing out salt, supporting
ecosystems
Arguments for and against Government plan
The Water Cycle (including evaporation, transpiration,
condensation, precipitation, infiltration, groundwater and
groundwater movement, and run-off)
The Water Crisis (students identify what it is, its impact on
society and the world as well as possible solutions)
Australias weather and climate (including Australian
ecosystems, the interaction between temperature and
precipitation in Australia, reasons why Australia is dry and
analysis of climatic statistics)

General Capabilities (that may potentially be covered in the lesson)


Literacy
Numeracy
ICT
Critical and
Ethical
competence
creative
behaviour
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures (Y)

Personal and
Social
competence

Asia and Australias engagement with Asia


(N)

Intercultural
understanding

Sustainability (Y)

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Repeat knowledge on topic of Murray-Darling Basin including important information such as what the crisis or
issue is, water allocation, education and effect of effective water practices on local farmers and residents,
salinity, Government solutions and arguments for and against.
Apply knowledge from previous HaSS (Geography) lessons on Murray-Darling Basin and Discuss the
implications on Indigenous members of Australian society in areas such as food, water, family and spirituality.
Complete Indigenous Connection to Water Inquiry Questions Work Sheet (Appendix 1).

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Teachers Prior Preparation/Organisation:


Observation of prior Geography lessons.
Liaise with Mentor approximately 2 days before
scheduled lesson to allow for editing and
improvement of lesson plan if necessary.
Students have copy of Pearson Geography 7 Student
Text book as well as HaSS work books.
Teacher has copy of Pearson Geography 7 Teachers
addition with answers.
Teacher has created and copied (to accommodate for
22 students) the Indigenous Connection to Water
Inquiry Questions Work Sheet (Appendix 1).
YouTube video River Country Spirit Ceremony
(Murrundi Ruwe Pangari Ringbalin) (13:22) is loaded
and ready to be projected onto interactive whiteboard
Link: https://www.youtube.com/watch?
v=GqrRfyVNqIo
Navigation of Murray-Darling Basin Authority website
for relevant information and resources
Link: http://www.mdba.gov.au/
Review of Murray-Darling Basin Plan Annual Report
2014-15 Link:
http://www.mdba.gov.au/sites/default/files/pubs/TheBasin-Plan-annual-report-2014-15_1.pdf
Teacher has created Indigenous Connection to Water
Inquiry Questions Assessment Checklist (Appendix
2).
Teacher has popstick bucket with student names.

Provision for students at educational risk:


Students with learning difficulties (including but not
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
benefit from both visual, spoken and written
resources such as student text book, Indigenous
Connection to Water Inquiry Questions Work Sheet,
YouTube videos and class discussion.
Students who are gifted and/or talented will benefit
from linguistic elements of the lesson including
reading from text, participating in class discussion,
thinking critically about topic (such as implications of
dying Murray-Darling River and possible solutions)
as well as written work on Indigenous Connection to
Water Inquiry Questions Work Sheet.
Students will have option to use their IT device
(iPad) to type answers if writing proves difficult.
Students with CAPD, ESL or vision impairments will
have the option of viewing YouTube videos with
subtitles.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement: (Circle)
Objective 1: Met or Not Met

Objective 2: Met or Not Met

Objective 3: Met or Not Met

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Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

***See lesson feedback form***

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


Time
1:20pm

Motivation and Introduction:

Resources/References

Students transition from PC


Good afternoon 7M
Teacher to instruct students to take out Geography textbook and writing book.
To assess prior knowledge:
Teacher to open NotePad function on interactive white board and write MurrayDarling Basin in the middle to create brainstorm.

Student Georgraphy
text book and writing
book

Interactive
Whiteboard

Teacher to facilitate discussion on topic asking for student input and writing
answers into brainstorm.
Transition Impact on locals to impact on Indigenous Australians.

Lesson Steps:
1:30pm

Students open text book to page 162.


Teacher to read 7.4 - Indigenous management of water resources and MurrayDarling Basin paragraphs and discuss.
Discussion:
Term semi-nomadically in relation to Aboriginal people?
Aboriginal people today own less than 1% of the Murray-Darling River
land Why?

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1:35pm

Teacher to ask for student to hand out Indigenous Connection to Water Inquiry
Questions Work Sheet (Appendix 1) one to each student.

Appendix 1

YouTube Link
https://www.youtube
.com/watch?v=Gq
rRfyVNqIo

Teacher to explain task:


Read work sheet as a class.
Students watch video and fill in answers when they arise in clip.
(Students to keep in mind Q7.)
Play YouTube video River Country Spirit Ceremony (Murrundi Ruwe Pangari
Ringbalin) (13:22)
Teacher to stop at following points to facilitate discussion:
Q1 Stop at 0:58
Q2 Stop at 2:25
Q3 Stop at 2:37 and 4:12
Q4 Stop at 6:14
Q5 Stop at 7:08
Q6 Stop at 10:53
2:00pm

Discussion:
What signs do the Indigenous Australians see that indicate the rivers are
sick and/or in danger?
How did the clip make students feel? What struck students the most?
Was there anything in the clip the students agreed/disagreed with?

2:05pm
Teacher to draw attention to Q7: Why is water so important to the Indigenous
people who live around the Murray-Darling?
Discussion:
Relationship with the land Kinship (blood relationship)
Spiritual connection To the river, to elders passed on, totems, ceremony,
Aboriginal law = spirituality
Sustenance Food and water (hunting, fishing, gathering)
Family Connection between generations, ability to see extended relatives,
pass on stories to the younger generation.
Business Talk and trade
If time permits
Students turn to page 162 and read paragraph(s) Aboriginal people and the
environment and Aboriginal people and water. Students then turn to page 163
and answer questions.

2:10pm

Lesson Closure and Transition:


Prac teacher transitions students to class room teacher.

3:00pm

Students to glue Indigenous Connection to Water Inquiry Questions Work


Sheet (Appendix 1) into HaSS work books as lesson concludes.

Double Lesson
Teacher dismisses students for PC.

Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1:
Repeat knowledge on topic of Murray-Darling Basin including important
information such as what the crisis or issue is, water allocation, education
and effect of effective water practices on local farmers and residents,
salinity, Government solutions and arguments for and against.
To meet objective, students will participate in prior knowledge discussion
repeating information students have learnt from Murray-Darling Basin
information lessons and assignment (see Prior Knowledge box [pg 1] to
understand criteria) Objective to be judged through verbal assessment.
Objective 2:
Apply knowledge from previous HaSS (Geography) lessons on MurrayDarling Basin and Discuss the implications on Indigenous members of
Australian society in areas such as food, water, family and spirituality.
To meet objective, students will use their prior knowledge and apply it to topic of
lesson (indigenous connection to water). Students will identify the implications
the depleting Murray-Darling has on Aboriginal people in Australia. Objective to
be judged through assessment of verbal participation in class discussion.
Objective 3:
Complete Indigenous Connection to Water Inquiry Questions Work
Sheet (Appendix 1).

Appendix 1

To meet objective, students will complete Appendix 1 to the best of their ability
attempting all questions. Objective to be judged using Indigenous Connection to
Water Inquiry Questions Assessment Checklist (Appendix 2). Teacher to collect
students HaSS books at conclusion of lesson.

Appendix 2

Double Lesson

Appendix 2
Indigenous Connection to Water Inquiry Questions Assessment Checklist
Learning Area: HaSS (Geography)
Year Level: 7M
Date: 17/06/2016
Time: 1:20pm-2:10pm
Assessment of Objectives:
3. Complete Indigenous Connection to Water Inquiry Questions Work Sheet
(Appendix 1).
Student Name

Objective 1
Met
Not Met

Comments

Matthew Allengame
Brodie Anderson
Jeremy Awford
Luke Baggaley
Chloe Baker
Will Boyd
Ayuol Chol
Jazmyn Clark
Xavier Garner
Masie Grimes
Olivia Henderson
Kynan Hogan
Zoe Hunter
Alex Kosta
Connor Ludbrook
Tianna McKee
Brayden Noack
Chelsea Pitchers
Jarred Southern
Kaitlyn Streeter
Siobhan Websdale
Ashton Wilkins

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