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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
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.
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 Music:
Botanical Gardens Site Study Resource Booklet 4.4 Students demonstrates an understanding of musical concepts through exploring,
In-class Assessment Checklist (Site Study) experimenting and organising sounds of a particular soundscape.
Pencils 4.6 Students experiment with technology throughout the recording of compositional
Electronic Devices (Phones: Recording purposes) 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 English:
For free reading, students have their own paper text or may select one from the EN4-1A responds to and composes texts for understanding, interpretation, critical
classroom collection. analysis, imaginative expression and pleasure.
“Cheat Sheets” for Lesson 6/10 and 9/10 – one for every student. EN4-4B makes effective language choices to creatively shape meaning with accuracy,
Poetry Scaffold Worksheets.
clarity and coherence.
Lyric Scaffold Worksheets.
Ensure working projector connected to the internet with sound (or equivalent). EN4-5C thinks imaginatively, creatively, interpretively and critically about information,
Texts - Wilcannia Mob, Down River. 2016 lyrics and video - ideas and arguments to respond to and compose texts.
https://www.youtube.com/watch?v=iSzdIThcTMA&index=2&list=RDCq8ePLUdnT8 ; EN4-6C identifies and explains connections between and among texts.
B Town Warriors, People of the Red Sunset - Just lyrics, on the “Cheat Sheet” EN4-7D demonstrates understanding of how texts can express aspects of their broadening
(if time, Wilcannia Mob, Down River. 2002 just video.) world and their relationships within it.
https://www.youtube.com/watch?v=Cq8ePLUdnT8&list=RDCq8ePLUdnT8&index=1 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 INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
OBJECTIVES Areas
Lesson 1 HT5-1: Describes the nature of history and Pre-Lesson Guided Tour:
History archaeology and explains their contribution
to an understanding of the past. *Briefly talk to students about the site and the Indigenous
community members they will meet on the site. Go through the
HT5-6: Uses evidence from sources to different requirement and explain how the guided tour will help
support historical narratives and students acquire the knowledge needed for the work booklet.
explanations.
*In this time, make sure that the class roll is marked. Also go
through some of the WHS procedures needed for the site study.
HT5-8: Locates, selects and organises
information from sources to develop an *After the guided tour, students and teachers will go back to the
historical inquiry. 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.
Lesson 2 4.4: A student identifies key factors affecting This lesson focuses on Aboriginal trade routes and trading
commercial and legal decisions materials.
Commerce
Lesson starts with students watching a video about Australian
4.7: A student selects and organizes trade. From the video, students explore Aboriginal trade routes
commercial and legal information from a and how the pattern of the routes connected the land of Australia
together. Students also learn about Aboriginal trading materials
variety of sources
and their protocols of trade between clans. This story-telling
approach allows students to connect and approach knowledge
4.9: A student works independently and through narratives. It is an effective teaching pedagogy to engage
collaboratively to meet individual and students in making connection between themselves to their
community.
collective goals within specified timelines
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.
Lesson 3 GE4-7: acquires and processes geographical This lesson focuses on the different connections shared between
information by selecting and using Aboriginal people and landscapes and landforms.
Geography
geographical tools for inquiry
Enquiry Questions:
What are some native fauna and flora that can be found on
GE4-8: communicates geographical
Australian landscapes and landforms?
information using a variety of strategies 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>
● http://www.rbgsyd.nsw.gov.au/plant_info/aboriginal
_bush_foods
● http://www.bushfood.net
● http://www.anfil.org.au/
● ANFIL is the peak national body which represents all
interests in the Australian native food industry.
● http://www.rirdc.gov.au/programs/new-rural-
industries/new-plant-products/native-foods/native-
foods_home.cfm
<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 Practical Lesson:
Music understanding of musical concepts through
exploring, experimenting and organising ● Introduction: Acknowledgement to Country and Lesson
outcomes.
sounds of a particular soundscape.
● Towri Bush Tucker Garden: Students will gain minimal
knowledge of the “place of learning bounded by flowers
4.7: Students displays musical understanding and trees” that will provide a base for the idea of place
(Site Visit)
through listening, observing, reporting and and it’s setting among soundscape.
recording surrounding soundscapes, and ● Deep Listening Activity: Students will engage with their
reflecting on the use of musical concepts for surroundings through a sensory experience that allows
Lesson further assessment. students to engage with the soundscape setting of the
Presented by ‘Towri Bush Tucker Garden’.
4.8: Students interact with the musical ● Hands on Activity: Students after reflection among the
Jasmine
surrounding soundscapes will be able to identify the
concepts through aural identification at the
sound qualities and imagery aspects of each
beginning of the lesson and reflect through
soundscape and acquire these items and objects
group discussion at the end of the lesson. 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.
Site Link:
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
direction will be the deep listening activity and
reflection activity.
Lesson 5 GE4-1: locates and describes the diverse Prerequisites for this lesson are the bringing of samples of dirt,
features and characteristics of a range of water and leafs collected from the site visit.
Geography
places and environments
There are areas of the Botanical Gardens that paint a visual and
practical picture of the area pre-colonisation. Using this, students
GE4-2: describes processes and influences
will be asked to contrast the Botanical Gardens with the school.
that form and transform places and Three different areas will be analysed and investigated to assess
environments the human impacts.
GE4-7: acquires and processes geographical Three key areas of the land will be:
Lesson information by selecting and using dirt/grass, water and plant life.
Presented by geographical tools for inquiry
Enquiry Questions:
Matt
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?
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 Lesson:
History and archaeology and explains their *Students are given this time to complete pages 1-3 (history) as
contribution to an understanding of the their self-directed study. These pages must be completed and
past. teachers can mark the work with the class. Worksheets focus on
the history and prehistory of the garden post- 20th century.
*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.
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.
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
OBJECTIVES
Site Link:
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.