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Site Description: The Australian Botanic Garden, Mount Annan is located in the South West Sydney region on Dharawal land. This site
showcases rich Indigenous history with an abundance of native plant and animal species. There are themed gardens and displays, educational
programs, guided tours and publications to recognise the importance of these lands to Aboriginal people, past and present. This natural
environment contains a stolen generations memorial that allows the experience of a journey of healing and reflection leading to a peaceful
meeting place with water and a sandstone sculptural centrepiece.
Group member Lesson plan Outline Curriculum area covered and link to your site
number X/12
1 Brady Webb 2/12 English – Creative writing through Dadirri
Links to Australian Botanic Gardens in Mt Annan: Participating in Dadirri within the Botanic
Gardens and reflecting through story.
2. Mia Katar 9/12 Visual Art Theory- The Conceptual Framework and The Frames
Links to Australian Botanical Garden in Mt Annan: The Stolen Generations Memorial, The Stolen
Generation Mural and The Mural Artist Badger Bates.
3. Robert Vai 7/12 Geography- Place and Liveability: Spaces in Community and enhancing social connectedness.
Links to Australian Botanical Gardens in Mt Annan: Yandel’ora Meeting Place, Connections
Garden
4 Rayanne Alameddine 4/12 PDHPE (Theory) - Dynamic nature of health. The use of flora by Indigenous Australians to maintain
life.
Link to Australian Botanic Gardens in Mt Annan: Plants found in the botanic gardens used by
Indigenous Australians.
5 Cameron Wallace 11/12 Physical Development, Health and Physical Education – Playing games using objects made from
natural resources
Link to Australian Botanic Gardens in Mt Annan: Plants found in the botanic gardens Indigenous
Australians used to create objects for the purpose of recreation
6 Alexandra Kelly 8/12 History – The Stolen Generations.
Link to Australian Botanic Gardens in Mt Annan: The Stolen Generations memorial and sculpture
7 Emma Page 5/12 Food Technology - Use of foods native to Australia. Traditional and contemporary use of native/bush
foods and recipe with use of traditional ingredients/bush foods.
Link to Australian Botanic Gardens in Mt Annan: Plants found in the botanic gardens used by
Indigenous Australians.
Unit Description Unit Title: Understanding Indigenous Australian History and Cultures
Unit Overview: As a teaching body, we have collectively constructed a unit outline that focuses on developing the
knowledge of Stage 4 learners in relation to Aboriginal and Torres Strait Islander Histories and Cultures. The unit explores
the life of Aboriginal Australians pre and post-colonialism and the lasting impacts on past, present and future generations.
This unit aims to deepen student knowledge and understanding of an array of cultural concepts such as
The use of native bush food
Indigenous Australian health and recreation
Traditional Indigenous Australian music and art
Important historical events (Colonialization and Stolen Generations)
Customs and Traditions
Social connectedness.
All students will be required to attend the site visit and participate in a variety of activities which will set the foundation to
support future lesson materials. Students will be required to collect evidence through mediums such as photography, sound
captures and personal notes which will reflect individual perceptions, interpretation and learning
Unit Rationale: The unit consists of twelve lessons incorporating seven key learning areas including Food Technology,
Visual Arts, Personal Development, Health and Physical Education (PDHPE), Geography, History, Music and English. The
unit commences with a site visit to The Australian Botanical Gardens in Mt Annan, where students are given the
opportunity to engage in a fun, interactive and authentic experience involving evidence collection, discovery and
exploration thus, challenging cultural barriers and further enhancing cultural awareness. The students will visit four key
areas within the gardens; The Stolen Generation Memorial, The Connections Garden, The Fruit Loop Garden and The
Yandel’ora Meeting Place. These four locations are relevant to the teaching and learning activities throughout the unit
Understanding Indigenous Australian History and Culture.
Resources
PDHPE (Theory)
- Refer to page 8-12 for Activity 3 Worksheets.
- Kahoot: https://play.kahoot.it/#/k/f79c5e02-7919-41c2-a4b6-fea1f900ec8a
- BYOD
- A4 Paper
- Pens/pencils
- Whiteboard markers
- HDMI cord
Food Technology
- BYOD or school computer
- Canva
- Notes and photographs from site visit
- Exemplar of infographic layout
- Exemplar for teacher to look at to answer student enquiries on what to include in their infographics
- Projector/Computer screen
- Website links provided for resources on recipes students can modify
- List of traditional ingredients/bush foods students can use to modify their recipe
History
- Stolen Generations Slideshow (USB provided)
- Stolen Generations quick outline sheet
- Website link:
http://www.stolengenerationstestimonies.com
- Available textbooks & devices in the classroom (student research)
- Group work worksheet/scaffold
Music
- Demo Indigenous instruments
- BYOD or school computers (for recording and composition)
- Garage Band program
- Sound samples from site visit
- Information sheet (plants used to make Aboriginal Instruments)
PD/H/PE (Practical)
- Stories of Indigenous Australians playing traditional games (4 excerpts provided)(Activity 1)
- Equipment list detailing the objects students can use (Activity 2)
- Game design scaffold (Activity 2)
- Group roles scaffold (Activity 2)
- CHANGE-IT Principle scaffold (Activity 2)
- 4x Volleyballs
- 6x Soccer balls
- 15x Tennis balls
- Refer to page 8-12 for Activity 3 Worksheets.
Targeted outcomes
Food Technology:
4.4.1 collects, interprets and uses information from a variety of sources
4.4.2 communicates ideas and information using a range of media and appropriate terminology
4.5.1 uses appropriate techniques and equipment for a variety of food-specific purposes
History:
HT4-3- describes and assesses the motives and actions of past individuals and groups in the context of past societies
HT4-4 - describes and explains the causes and effects of events and developments of past societies over time
HT4-7 - identifies and describes different contexts, perspectives and interpretations of the past
HT4-9 - uses a range of historical terms and concepts when communicating an understanding of the past
HT4-10 - selects and uses appropriate oral, written, visual and digital forms to communicate about the past
Music:
4.4 - demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing
4.6 - experiments with different forms of technology in the composition process
PD/H/PE:
PD4-4 Refines, applies and transfers movement skills in a variety of dynamic physical activity contexts
PD4-10 Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or
contexts
PDHPE (Theory)
4.6 - Recognises how contextual factors influence attitudes and behaviours and proposes strategies to enhance health, safety, wellbeing and
participation in physical activity
4.7 - investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities
Geography
4.1 locates and describes the diverse features and characteristics of a range of places and environments
4.6 explains differences in human wellbeing
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND CONNECTION
OBJECTIVE ASSESSMENT S TO 8 WAYS
S
Lesson 1 Site Visit Location: Australian Botanic Gardens, Mount Annan
Content:
1. The Connections Gardens students will take
photos of various trees, plants and information
boards on the different uses of trees and plants by
Aboriginal people including food, tools, transport
and health that will be used as resources in their
PDHPE, Food Technology and Geography lessons.
Students will also capture various sounds within the
gardens with their devices that will be used in their
music lesson.
2. The Stolen Generations Memorial students will
take notes and images of quotes seen at the Stolen
Generations Memorial. Students are to reflect on
not only their feelings but also think about how the
families would have felt in this time and the
emotions Aboriginal people would have gone
through. Students are to study the various artworks
displayed around the memorial to be used as
reference in their art lessons. The notes students
take and photographs they take will also be used as
references in their History lesson.
3. The Fruit Loop Garden Students will photograph
various plants within the garden that were used as a
food or health source for Aboriginal People. They
will use these foods as the basis for the activities in
the food technology lessons on the traditional and
contemporary use of native bush food.
4. Yandel’ora Meeting Place students will take
notes on the meaning of Yandel’ora and its
importance to Aboriginal People. Students will also
reflect on what happens at Yandel’ora and what are
some modern meeting places in society that will be
used in their Geography lesson.
Resources Needed:
- Phones or iPads
- Notebook and pen
- Map of the gardens available at the gardens
- Estimated run-sheet of the day
- Roll Call roll
Resources Needed:
- Demo Indigenous instruments
- BYOD or school computers (for recording and
composition)
- Garage Band program
- Sound samples from site visit
- Information sheet (plants used to make Aboriginal
Instruments)
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND CONNECTION
OBJECTIVE ASSESSMENT S TO 8 WAYS
S
Lesson 4 PDHPE (Theory) Outcomes Location: PDHPE room with desks and access to the
4.6: Recognises how contextual school internet.
factors influence attitudes and
behaviours and proposes Focus Area: Healthy, safe and active lifestyles
strategies to enhance health,
safety, wellbeing and Lesson Overview:
participation in physical activity Students explore the complex concept of Health. Students
beginning the lesson by defining how they perceive Health
4.7: Investigates health using images they have extracted from the site visit in
practices, behaviours and Lesson 1. Students will address the questions of why they
resources to promote health, selected the image? What specific aspects of the image
safety, wellbeing and physically define health? And how they are significant in relation to
active communities health. Students will further challenge their notion of
health by exploring the diverse native flora seen at the
Syllabus content Australian Botanic Gardens. Students are required to
display high-order thinking and analyse different methods
Examine factors that influence native flora was utilised by Indigenous Australians to aid
health and wellbeing their health prior to the European Invasion. Students will
- Describe health and its use the information they interpreted, collected and
dynamic nature collaborated to create a ‘Survival Kit’ they would need if
- explore the term we were to re-wind time to before the European Invasion.
‘wellbeing’ and examine
factors that contribute to
overall wellbeing Content:
- examine how contextual 4. students will define through their own perception
the meaning of health using images students
factors influence attitudes
collected from the site visit.
and behaviours towards
5. In groups students will identify the different factors
health and wellbeing
affecting an individual’s health.
6. Students will utilise native flora from the site visit
to investigate Aboriginal health prior to the
European Invasion.
Investigate the benefits of a
7. Students will use the information they extracted
balanced lifestyle and explore from the prior activity to create a survival kit which
strategies that contribute to would be effective in the time period prior to the
community health, wellbeing Invasion.
and participation in a lifetime
of physical activity Assessment for Learning:
- In activity 3, student’s ability to identify more than
- describe the components of one resource to use from their selected plant.
a balanced lifestyle and use
- For activity 4; Students transfer the information
ICT tools as appropriate to
promote the contribution of they have learnt in activity 2 and 3 to create a
survival kit that includes water, shelter, clothing,
regular physical activity to food and aid.
health and wellbeing
- A4 Paper
Plan and use health practices, - Pens/pencils
behaviours and resources to
enhance the health, safety, - Whiteboard markers
wellbeing and physical activity
- HDMI cord
participation of their
communities - Book - Bush Food: Aboriginal Food and Herbal
Medicine
- Investigate different
approaches and develop
Individual lesson plan: Rayanne Alameddine 18351750
personal plans for
promoting their own
positive mental health and
wellbeing
Lesson 5 Food Technology Use of foods native to Australia Location: Computer room or classroom and hire school
- Investigate traditional computers for those students whom do not have BYOD
and contemporary use of
native/bush foods Focus Area: Food In Australia
Content:
1. Reflect and summarise findings from site visit
through sharing experiences from the site visit.
2. In groups of 2-3, students choose one of the native
bush foods they discovered and research traditional
and contemporary uses of the bush food
3. Students create an infographic and present their
infographics next lesson
Resources Needed:
- BYOD or school computer
- Canva
- Notes and photographs from site visit
- Exemplar of infographic layout
- Exemplar for teacher to look at to answer student
enquiries on what to include in their infographics
Content:
1. Group presentations of traditional/contemporary
native/bush foods
2. Students research sweet or savoury recipes and
select one and modify the recipe to include
traditional ingredients/bush foods
3. As a group, the class share their original recipes and
how they have modified the recipe
Time:
- Presentations (30min)
- Recipe modification (15min)
- Recipe group circle (15min)
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND CONNECTION
OBJECTIVE CONTENT ASSESSMENT S TO 8 WAYS
S
Lesson 7 Geography Investigate the influence Location: Classroom – BYO laptop devices.
of social connectedness
and community identity Focus Area: Place and liveability
on the liveability of
places, for example:
(ACHGK046) - Lesson Overview: Students analyse characteristics of
identification of the community that promote social connectedness and
characteristics of places influence community identity. Students reflect on their
that influence community own experiences and knowledge of non-indigenous,
identity eg culture, Western society community and create links between the
environment, public lesson content and their background knowledge.
events, religious beliefs -
Students then develop a connection with this to the
discussion of factors that
enhance social characteristics of Indigenous Australian community and
connectedness eg compare and contrast the characteristics of today’s
transport, technology, Western society. Students consider the changes that
open spaces, meeting have occurred from the pre-colonial era of Aboriginal
places, employment communities to the communities of today in the way
they operate, function and differ in levels of social
connectedness and community identity.
Content:
- Students watch video on modern day community
and students note characteristics of community
while creating a mind-map
- Students in groups recount on the site visit to
Botanical Gardens Mt Annan with reference to
photographs provided by teacher. Following
this, students engage in research task finding
information on characteristics of community for
Indigenous Australian people in pre-colonisation
period through creating a Canva infographic
resource
- Students in groups engage in activity utilising
choice of roleplay or narrative building exercise
to explore the differences between pre-
colonisation period Indigenous Australian
community and modern-day Western society
community and reflect on reasons why.
Assessment for Learning:
- Teacher observation during class discussions and
research tasks
- Pre-assessment of background knowledge
through mind-map exercise
- Teacher assesses depth of detail included in
Canva infographic
- Teacher considers level of reflection through
responses to reflection questions and role play
through links and connections to content
provided
Resources
- YouTube video link:
https://www.youtube.com/watch?v=jiCuTW9-
FX8
- Sticky notes
Content:
- Students watch testimonies from Indigenous
peoples who were taken from their families.
- Students research Indigenous perspectives and
stories from the Stolen Generations time period
(group work)
- Students design, present and justify a new
memorial feature that pays tribute to those
effected by the Stolen Generations. (group work
assessed by the teacher)
Resources
- Stolen Generations Slideshow (USB provided)
- Website link:
http://www.stolengenerationstestimonies.com
Lesson 9 Visual Arts Theory Students will develop Location: Visual Arts Classroom
knowledge,
understanding and skills Focus Area: The Conceptual Framework and The
to make artworks Frames in relation to The Stolen Generations
informed by their Memorial Mural and Mural Artist Badger Bates.
understanding of practice,
the conceptual framework Lesson Overview: The students are given the
and the frames opportunity to reflect upon the site visit to the Mt Annan
4.1 uses a range of Botanical Gardens through a variety of photographic
strategies to images from the Stolen Generation Memorial involving
explore different the landscape, the mural and the artist. The Visual Arts
artmaking
lesson allows students to analyse and interpret the
conventions and
procedures to mural from three different frames such as The
make artworks Subjective frame, The Structural frame and The
Cultural frame in order to gain meaning. The students
4.2 explores the are able to observe the connections between the artist,
function of and
the artwork, the world and the audience and how the
relationships
between the artist artist used his personal experiences as a source for
– artwork – world creation. The students will learn how interpretations,
– audience perspectives and viewpoints differ from individual to
individual, are subjective and can be personally linked
4.4 recognises and
and expressed through artwork. On the completion of
uses aspects of the
world as a source the lesson the students should have developed a sound
of ideas, concepts understanding in relation to the relationships between
and subject matter the artist-artwork-world and audience stemming from
in the visual arts historical events such as The Stolen Generation, the
artist Badger Bates, basic background knowledge into
Students will
develop Badger Bates history and personal experiences and
knowledge, different interpretations of artwork through The
understanding and Subjective, Structural and Cultural frames. At the
skills to critically conclusion of the lesson, the students should have
and historically attained basic knowledge about the emotional and
interpret art physical effects about the hardships Indigenous
informed by their
Australians have faced due to The Stolen Generation
understanding of
practice, the and how this is connected to Art.
conceptual
framework and the Content:
frames
4.7 explores
- Students observe photographic images from the
aspects of practice
site visit which foster reflection.
in critical and
- Students learn basic knowledge about the
historical
subjective frame and share their thoughts in
interpretations of
pairs and then as a collective group oral sharing
art
circle.
4.8 explores the - In pairs, students gain basic information about
function of and the structural frame such as identifying elements
relationships of design and how this impacts perspective of
between artist – the mural. Students to present this information in
artwork – world – a concept map on the resource Popplet.
audience - Students use a device to research the Mural
Artist Badger Bates and fill out a worksheet
4.9 begins to scaffold “Research an Aboriginal Artist”.
acknowledge that - Students visit the interactive website “Art Kids”
art can be to learn about The Conceptual Framework and
interpreted from participate in group Kahoot quizzes.
different points of - Students answer 5 reflection questions as an exit
view pass.
Assessment for Learning:
- Students are assessed via informal formative
assessment which is evident through teacher
observations during group work, think pair and
share activities, class discussions and the
research task.
- Students additionally assessed through
questioning, oral responses, creatively and via
written forms.
- Students assessed through Popplet concept map
which is uploaded to google classroom.
- Students assessed via Kahoot quiz.
Resources
- Students bring own devices or borrow them
from school resources.
- Resources 1-10 (see lesson plan for more detail).
- Popplet Website.
Content:
- Students to fill out a worksheet scaffold to
assist them in identifying an experience, event
or object that has impacted their life. The
worksheet will involve the students to write a
few sentences about the experience, event or
object etc. that they are basing their miniature
mural on and what it means to them.
- Students to complete the remainder of the
worksheet scaffold which has the headings; The
Subjective Frame, The Cultural Frame and The
Structural Frame. Students to fill this table in
using words about how their artwork will fit
into some or each of the frames in some way or
another.
- Students to sketch a rough design of what their
mural is going to look like.
- Students receive clay and clay utensils from the
teacher and begin to mould and construct their
miniature mural.
Resources
- Sketching Material e.g. Pencil, Eraser,
Sharpener
- Artwork Diaries.