INQUIRY GROUP HUMANITIES FOCUS:
Strait Islander histories and cultures.
Inquiry Question:
Big Ideas:
Lesson 1
Lesson key focus question:
● What key focus question are you using
in this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know
and do by the completion of this lesson?
Success Criteria:
● How will you know that the students
have successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Cross-Curriculum Priorities - Learning about Sustainability & Learning about Aboriginal and Torres
What evidence can we find to help us implement past Indigenous traditions that can influence our
sustainability practice today?
1. Indigenous people’s beliefs about and approaches to land management can continue to
contribute to a healthier sustainable environment for all Australians.
2. Human beings impact on the environment both positively and negatively.
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? 1 Cross-curriculum priorities: Learning about
(please copy and paste them Sustainability.
into sequential order before
submission)
What can we tell about sustainability and its importance within our community?
- Students will explore the concept of sustainability.
- Students will be able to explain what sustainability is and identify a sustainable practice.
- Students will be able to understand the impact people can have on the environment.
- I can explain what sustainability is.
- I can identify a sustainable practice.
- I can identify human impact on the environment.
In accordance with the Victorian Curriculum, students should have a sound understanding of the following
concepts, achieved at a level 3/4 standard:

Contribution to the sequence of learning:
● How will these lesson build on
knowledge from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste
content descriptors and codes here)
Pedagogical underpinning:
● What pedagogical underpinning/s have
you drawn upon when
planning/teaching your lesson?
Resources & Materials:
● What physical and/or human resources
will be required for this lesson?
● What specific teaching materials will
need to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to
be considered for this activity?
- The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the
custodial responsibility they have for Country/Place, and how this influences views about sustainability
(VCGGK080)
- Types of natural vegetation and the significance of vegetation to the environment, the importance of
environments to animals and people, and different views on how they can be protected; the use and
management of natural resources and waste, and different views on how to do this sustainably
(VCGGK082)
As the first lesson of the 10 week unit, prior learning will come from previous years, as demonstrated by the
previously listed standards set by the Victorian Curriculum. Having been through years 3 & 4, students should
have had consistent interaction with the cross-curriculum strands of the curriculum, thus having a reasonable
foundation of knowledge in terms of what sustainability is and why we rely on it. This lesson will build on this
understanding by probing students to engage in deeper thinking about sustainability and the impact we can have
on the planet.
This lesson will set students up with a firm understanding on the basic concepts outlined throughout this unit,
therefore providing them with a solid starting point which they can build upon throughout the next 10 weeks.
- Describe and explain the diverse characteristics of places in different locations from local to global scales
(VCGGC085)
- Location of the major countries of the Asian region in relation to Australia and the geographical diversity
within the region (VCGGK092)
- Factors that influence people’s awareness and opinion of places (VCGGK097)
- Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the
environmental characteristics of Australian places (VCGGK094)
- Describe the difference between needs and wants and explain why choices need to be made (VCEBR001)
This introductory lesson of the sequence aligns with Kath Murdoch ‘tuning in’ stage of inquiry, as students are
sharing ideas with other and appropriately challenging their preconceived ideas and opinions.
Throughout this ‘tuning in’ stage, we are striving to promote critical and creative thinking amongst students,
encouraging students to question any preconceived ideas they may have, through the use of a KWL chart. Gilbert
suggests that developing these skills can establish a community of learners who, collectively, infuse lessons with
rich questions and discussion (2016, p. 94).
- iPads
- Model KWL (Know, Wonder, Learnt) Chart
- Teacher’s iPad/Laptop
- Smart board
- Students will need to consider where they are stepping around the room as they will be working where
they like, this may cause a tripping hazard.
- Before the lesson, the smartboard, laptop and iPads will need to be charged and set up to ensure no
time is wasted.
 ● What will you have to prepare
beforehand to ensure all learners have
the required materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson
doesn’t go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
Teaching Strategies and lesson structure:
Prompts for your planning:
● How will you engage students in the
inquiry question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
● What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be
required to do and what will be your
role?
● How will you create a collaborative
learning environment and how will the
classroom be arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations
or modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are
on-task and what strategies will you use
to support positive behaviour?
- Throughout the lesson, the teacher will be prompting students with a series of questions to prompt
further thinking and challenge any previously conceived notions students may have had in place.
- Plan B involves using A3 paper and stationary to complete the mind maps if iPads are not available, and a
visit to the library to find resources to use and read the book ‘Earth Day’ by Mercer Mayer.
- Early finishing students could utilise extra time in this lesson to develop question stems. This activity
involves students using the phrases ‘I believe that … because …’ and ‘I am confused by…’.
- The finished work product achieved within this lesson will stand as a diagnostic piece of assessment,
providing the teacher with an indication of who at prior knowledge and experiences students within the
class may have upon entering this unit. This work piece will assist the teacher as a planning resource,
allowing them to make adjustments to cater for any gaps in understanding which may be present.
However, this assessment piece will also be useful for students to refer back to at the conclusion of the
unit as it will form the basis for their final piece of summative assessment.
Teacher - what will you be doing? Timing
Students - What will they be doing?
Beginning
The lesson will begin with the students watching a video clip outlining what sustainability is 15
<https://www.youtube.com/watch?v=gTamnlXbgqc>. mins
From this, the teacher will prompt a whole-class discussion, prompting students to share their
findings from the video, along with any questions which may have presented themselves throughout
the clip.
This discussion will provide students with an opportunity to revisit the concepts and terminology
surrounding sustainability which the Victorian Curriculum suggests they have worked on throughout
previous years.
Middle
Having engaged in rich discussion as a group, the class will then disperse into individual group work 25
where they will produce a KWL chart on a device, identifying what they already know in relation to mins
sustainability, a list of things they wonder and/or would like to learn about sustainability throughout
the duration of this unit. Students will leave the ‘L’ column blank, as an opportunity to fill in what
they have learnt will be provided later in the unit.
While students are filling out their KWL charts, the teacher will be roaming around the room to
ensure that students are working well productively and are applying themselves to their work. This
time provides further opportunities for the teacher to answer any additional questions students may
produce, as well as ask the students questions to have them extend their thinking throughout the
task. Students will need to save their KWL chart as they go to ensure that it is accessible throughout
later lessons.
Conclusion
 ● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
Lesson 2
Lesson key focus question:
● What key focus question are you using
in this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know
and do by the completion of this lesson? Students identify the current situation of their community, Deakin Island, and comprehend the negative future
Success Criteria:
● How will you know that the students
have successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Contribution to the sequence of learning:
● How will these lesson build on
knowledge from the previous lesson?
At the conclusion of the lesson the teacher will gather all students together for sharing time. During 10
this time the students will share 3 things they know and 2 things they wonder about sustainability. mins
The teacher will develop a whole class KWL while the sharing is taking places pulling ideas from each
students into the chart. This chart will be a reflective piece that the teacher and students can recall
upon throughout the unit.
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? 2 Cross-curriculum priorities: Learning about
(please copy and paste them Sustainability & Learning about Aboriginal
into sequential order before and Torres Strait Islander histories and
submission) cultures.
What impact do human beings have on Deakin Island’s environment?
Students develop an understanding of the impact humans have on their immediate environment on Deakin
Island.
impact.
I can created an artwork that exposes the negative impact that they have on Deakin Island’s environment in the
future.
I can understand the direct current impact we have on the environment and the urgent need to change.
According to the Victorian Curriculum cross-curriculum priority; sustainability, in grades 3 and 4, students
develop an understanding of how the earth can change due to human activity (VCAA 2016). This links into the
lesson as students are using this knowledge to consider the communities impact on their direct environment. In
these previous year levels, students also learn that different living things in the environment depend on each
other to survive (VCAA 2016). This previous learning will be referred to in this lesson, as students are to consider
how relationships in the environment would be affected due to human contamination.
From the first tuning in lesson, students’ understanding of sustainability will have been re-visited. This
sequencing lesson ensures students are beginning to realise the negative impact of unsustainable practices on
 ● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste
content descriptors and codes here)
Pedagogical underpinning:
● What pedagogical underpinning/s have
you drawn upon when
planning/teaching your lesson?
Resources & Materials:
● What physical and/or human resources
will be required for this lesson?
● What specific teaching materials will
need to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to
be considered for this activity?
● What will you have to prepare
beforehand to ensure all learners have
the required materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson
doesn’t go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
the environment. Students will recognise the need to be environmentally friendly, and develop an eagerness to
want to implement practices to ensure change.
Geography
- Environmental and human influences on the location and characteristics of places and the management
of spaces within them (VCGGK096)
Science :
- The growth and survival of living things are affected by the physical conditions of their
environment(VCSSU075)
The teaching approach for this lesson is inquiry, as students are investigating into a current issue through group
work. Collaboratively, students are to inquire about the current negative situation of Deakin Island’s
environment.
This tuning in lesson aligns with Kath Murdoch’s stages of inquiry as it involves students hypothesising, predicting
and sharing ideas.
- Slide show
- A3 paper
- coloured pencils, textas, crayons, any stationary students will require for their art.
- Powerpoint slideshow of what Deakin Island’s environment current situation is will be prepared
beforehand (ICT prepared by teacher).
- Students will be continuously questioned by the teacher to prompt their thinking of how bad the
environment can get if nothing is done to change.
- ‘Plan B’ involves students using technology to research unsustainable practices and copying them into a
document to then be printed. This could also work as an extension activity for students who finish early.
- This lesson is part of the final assessment task as it will be incorporated into the students news report of
Deakin Island sustainability.
Teaching Strategies and lesson structure:
Prompts for your planning:
● How will you engage students in the
inquiry question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
● ⬜What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be
required to do and what will be your
role?
● How will you create a collaborative
learning environment and how will the
classroom be arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations
or modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are
on-task and what strategies will you use
to support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
Lesson 3
Teacher- what will you be doing? Timing
Students- What will they be doing?
Beginning
Teacher prompts Think-Pair-Share activity for students to discuss any initial understandings of Deakin 15 mins
Island’s current environmental situation.
Presenting the slideshow, the teacher is to prompt students to think about and identify the negative
environmental impact in the images taken on Deakin Island. This is done through a whole-class
concept map, with the heading ‘Deakin Island’s human influences on the environment’ in the middle.
After discussion of each image, students are encouraged take in turns to write ideas on the concept
map (on the whiteboard).
Middle
‘Looking into the future’ activity requires students to draw their prediction of what Deakin Island’s 25 mins
environment will look like in 50 years if they continue to follow unsustainable actions.
This activity is completed in pairs or groups of 3. The teacher has planned accordingly to students
needs and abilities, ensuring children are grouped appropriately.
Students who are struggling with ideas to draw, can refer to the previously created concept map as a
prompt that is left on the whiteboard. The teacher is to roam the classroom and prompt and extend
students thinking. The teacher may ask questions such as;
- how do you think that problem you have drawn will impact the environment?
Conclusion
Students place their artworks around the room, in order to take part in a gallery walk. This allows 10 mins
classmates to observe their peers’ ideas and predictions of Deakin Islands environment in 50 years. As
students observe each others drawings, this allows students to form a personal connection to the
issue and develops the eagerness to want to implement sustainable practices.
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? Cross-curriculum priorities: Learning
3 about Sustainability & Learning about

Lesson key focus question:
● What key focus question are you using in
this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know and
do by the completion of this lesson?
Success Criteria:
● How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Contribution to the sequence of learning:
● How will this lesson build on knowledge
from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste content
descriptors and codes here)
Aboriginal and Torres Strait Islander
histories and cultures.
- What can you find out about the sustainability practices previously implemented by Indigenous
Australians?
- Students will develop their knowledge on what kind of Indigenous sustainable practices have
been implemented across Australia throughout history.
- Students will explore the success of these practices and the purpose of each practice.
Students will have successfully achieved the learning outcome if they can:
- I can identify Aboriginal sustainability strategies.
- I can describe what each Indigenous sustainability practice involves.
- I can explain the purpose of these practices
Students prior knowledge, in relation to the cross-curriculum priorities, will see that students are
provided with a foundation of knowledge which this lesson will build upon. The level 3/4 curriculum
shows that students will have a sound understanding of the following concepts:
- Aboriginal and Torres Strait Islander peoples throughout Australia have significant connections
to Country and Place, including land, sea, waterways and skies, and as a result, have contributed
largely towards the sustainable practices our country relies upon.
- How to research, collect and record relevant data, in relation to geographical data and
information.
- The significant changes in the continuity of our sustainable practices over time throughout our
local environment.
This lesson will expand on concepts taught in the previous lesson by looking at how Deakin Island’s
environment has been affected by human influences. Lesson 2 had students predict the long-term
effects that human influences would have on the environment if we do not improve our current
practices. This lesson explores some of the practices of sustainability that Indigenous Australians have
implemented previously and how/why these practices were successful at that time. This lesson will set
students up with a foundation of knowledge surrounding Indigenous practices of sustainability for
Lesson 4, where an Indigenous Australian elder further informs students on the success they had in
protecting the natural environment and how some of these practices could be adapted to their current
lifestyle.
- The growth and survival of living things are affected by the physical conditions of their
environment (VCSSU075)

Pedagogical underpinning:
● What pedagogical underpinning/s have you
drawn upon when planning/teaching your
lesson?
Resources & Materials:
● What physical and/or human resources will
be required for this lesson?
● What specific teaching materials will need
to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to be
considered for this activity?
● What will you have to prepare beforehand
to ensure all learners have the required
materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson doesn’t
go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
- Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on
the environmental characteristics of Australian places (VCGGK094)
- Environmental and human influences on the location and characteristics of places and the
management of spaces within them (VCGGK096)
- Identify the types of resources (natural, human and capital) and explore the ways societies use
them in order to satisfy the needs and wants of present and future generations. (VCEBR003)
- Investigate how and why food and fibre are produced in managed environments (VCDSTC035)
This collaborative researched-based lesson coincides with Kath Murdoch’s ‘finding out’ stage of inquiry,
as students are engaging with new information and concepts and organising them in a stimulating
manner (2003, p. 2).
In addition to this, Rob Gilbert supports the idea that implementing cooperative learning and group
work provides students with a platform to contribute their thoughts and ideas in a space where they
are valued, therefore increasing their confidence and motivation (2016, p. 95).
- Chromebook(laptop)/ iPad
- Peers
- TV
- Pre-prepared prompts of Indigenous practices of sustainability, sourced from Manitoba
Education and Training (2000, p. 2).
Prior to conducting lesson 4, the teacher will need to ensure that all chromebooks (laptops)/iPads have
been charged and are ready for use.
The OH&S factors that will need to be taken into consideration during this lesson include ensuring
children move around the room in a respectful and safe manner. It is also important to be reminding
students of the correct way to use a device and that no food or water should be near any electronic
equipment.
The teacher will be prompting students with a number of open-ended questions to challenge their
thinking, in addition to the various questions which have been listed in the ‘middle’ part of the lesson
structure below.
Plan B: Students will complete the same activity without the use of ICT. The teacher will gather books
from the library and ask students to record their findings on a poster that they will share with the class
at the conclusion of the lesson.

Teaching Strategies and lesson structure:
Prompts for your planning:
● How will you engage students in the inquiry
question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
● What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be required
to do and what will be your role?
● How will you create a collaborative learning
environment and how will the classroom be
arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations or
modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are on-
task and what strategies will you use to
support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
Early finishers will be asked to develop some questions they have surrounding the way Indigenous
Australians lived sustainably, ready to ask the Indigenous elder next week on the excursion.
This lesson will provide a piece of formative feedback for the teacher through the PowerPoint
presentation created by each group, which will be used later in the sequence to form the overall
assessment piece for the unit.
Teacher- what will you be doing? Timing
Students- What will they be doing?
Beginning
The lesson will begin with a brief recap on the previous lesson, reflecting on the key 10
concepts taught in previous lessons. The teacher will then expand on this prior knowledge Minutes
by introducing the learning intention and success criteria for the lesson ahead. The students
will engage in a teacher-led discussion about finding out what sustainable practices
Indigenous people implement in order to survive. The teacher will provide the following
concepts for students to explore, as sourced from Manitoba and Training (2002, p. 2):
- Plants and Animals
- Farming and Crops
- Water Catchment
- Hunting
Middle
The teacher will then break the students up in to research groups, have them select a 30
prompt, and then ask them to research the following information: minutes
- What can you find out about your chosen Indigenous sustainable practice?
- Why do you think they implemented this sustainable strategy?
- What information tells you that this practice was successful?
- What challenges did Indigenous people face in terms of sustainable practice?
Students will be asked to use ICT to display the information they find out in a creative way.
The students will complete this task in a collaborative manner and use their own individual
strengths to assist their group. The teacher will be roaming the classroom during this time,
offering assistance as needed and prompting student learning where required.
Conclusion

Lesson 4
Lesson key focus question:
● What key focus question are you using
in this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know
and do by the completion of this lesson?
Success Criteria:
● How will you know that the students
have successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Contribution to the sequence of learning:
The lesson will be concluded with each group sharing their findings by mirroring their 10
device on the TV. This will allow the teacher to assess each group’s findings as well as minutes
encourage peer feedback.
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? 4 Cross-curriculum priorities: Learning about
Sustainability & Learning about Aboriginal
and Torres Strait Islander histories and
cultures.
From the observation and practical excursion, what was the purpose of the sustainable practices
previously implemented by Indigenous Australians?
- After completing the excursion, students will consolidate their knowledge on what kind of
Indigenous sustainable practices have been implemented across Australia throughout history.
Students will have successfully achieved the learning outcome if they can:
- I can identify Aboriginal sustainability strategies.
- I can explain the purpose of the relevant Indigenous sustainability practices that have been
observed.
Students prior knowledge, in relation to the cross-curriculum priorities, will see that students are
provided with a foundation of knowledge which this lesson will build upon. The level 3/4 curriculum
shows that students will have a sound understanding of the following concepts:
- Discovered the diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and
Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and
the effects on their daily lives.
- Types of natural vegetation and the significance of vegetation to the environment, the importance of
environments to animals and people, and different views on how they can be protected; the use and
management of natural resources and waste, and different views on how to do this sustainably.
Therefore based on these prior experiences students will extend these understandings during their
excursion.
This lesson builds on the previous lesson as students use the knowledge and concepts learnt to further their
understandings by observing and experiencing first hand the sustainable practices implemented by the
 ● How will these lesson build on
knowledge from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste
content descriptors and codes here)
Pedagogical underpinning:
● What pedagogical underpinning/s have
you drawn upon when
planning/teaching your lesson?
Resources & Materials:
● What physical and/or human resources
will be required for this lesson?
● What specific teaching materials will
need to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to
be considered for this activity?
● What will you have to prepare
beforehand to ensure all learners have
the required materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson
doesn’t go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
Teaching Strategies and lesson structure:
Indigenous Australians. This consolidation of concepts and observations of real life examples will contribute to
the learning of the next lesson as students use this information to make connections between Indigenous
sustainable practices and Deakin Island’s sustainable practices.
History
The nature of convict or colonial presence, including the factors that influenced changing patterns of
development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal
and Torres Strait Islander peoples(VCHHK089)
Geography:
Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the
environmental characteristics of Australian places(VCGGK094)
This excursion lesson aligns with Kath Murdoch’s ‘Finding out’ stage of inquiry, as students are locating
and gathering information from the bush walk and information and stories shared by the local
Indigenous elder (2003, p. 2). Students are also engaging in observation, listening, questioning and
working collaboratively throughout the excursion. These skills are all appropriate in order to develop
the ‘finding out’ stage of inquiry.
- Humanities workbooks
- Pens
- Ipads (ICT)
OH&S factors that need to be considered for the excursion include parental consent as students will be leaving
the school grounds. Therefore a consent note needs to be sent in advance to the students parents. Students may
need to wear their hats and sunscreen or a raincoat. They must also wear sturdy shoes such as sneakers.
The teacher will need to make sure that the Ipads are charged in preparation for taking photos and videos.
If the excursion is unable to go ahead because of the weather, the Indigenous elder will come into the school and
provide a real-life experience for the students to observe through the use of similar props and images as well as
knowledge and stories.
This lesson is part of the final assessment task as the images and videos taken during the excursion will be
incorporated into the students news report of Deakin Island sustainability.
Teacher- what will you be doing? Timing
Students- What will they be doing?
Prompts for your planning:
● How will you engage students in the
inquiry question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
● ⬜What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be
required to do and what will be your
role?
● How will you create a collaborative
learning environment and how will the
classroom be arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations
or modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are
on-task and what strategies will you use
to support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
Lesson 5
Lesson key focus question:
● What key focus question are you using in
this lesson?
Beginning
Students begin the lesson by filling in their KWL charts on the Ipads. They must fill in the L column 10 min
(what have I learnt) before beginning the excursion. Once students have filled in the L column they
can continue to think of and write down any questions they have for the Indigenous elder in their
Humanities workbooks.
Students begin the lesson by walking out of the school yard, down to the river in the bushland where
they will meet a local Indigenous Elder.
Middle
The Indigenous Elder will walk the students through the bush. The teacher will follow behind the 25min
group to make sure that no one is left behind and that the students are walking and listening
respectfully to the Elder when they stop to observe something. Whilst on the excursion, students will
observe their surroundings and take note of the sustainable practices they are shown. Students are to
collect information on the sustainable practices they observe. Therefore they are to take photos of
different sustainable practices they are shown with the class Ipads in pairs. As students move around
the bush they are encouraged by the teacher to ask any questions that they they have to further their
understanding and knowledge.
Conclusion
To conclude the lesson students are required to fill out a 3-2-1 task. Students write in their book 3 15min
things they found out, 2 things they found interesting and 1 question they still have based on the
excursion they took part in. Once they have completed this they are to share their responses with a
friend.
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? Cross-curriculum priorities: Learning
5
about Sustainability & Learning about
Aboriginal and Torres Strait Islander
histories and cultures.
What connections can be made between Indigenous sustainability practices and our ‘Deakin Island’
environmental issues?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know and
do by the completion of this lesson?
Success Criteria:
● How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Contribution to the sequence of learning:
● How will these lesson build on knowledge
from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste content
descriptors and codes here)
Pedagogical underpinning:
● What pedagogical underpinning/s have you
drawn upon when planning/teaching your
lesson?
- Students will be able to make connections between Indigenous sustainability practices and our
‘Deakin Island’ environmental issues.
- Students will be able to elaborate on Deakin Island’s sustainability issues and discuss way to
improve the issue.
Students will have successfully achieved the learning outcome if they can:
- I can make connections between Indigenous sustainability practices and our ‘Deakin Island’
environmental issues.
- I can compare current sustainability practices to the sustainability practices previously used by
Indigenous Australians.
Students will use their prior knowledge of Indigenous sustainable practices to assist them in forming
their own theories regarding how they can improve their local community. Students will also have a
foundation of knowledge that has been achieved at level 3/4 of the Victorian Curriculum:
- Similarities and differences in individuals’ and groups’ feelings and perception about places and
how they influence views about the protection of these places. (VCGGK083)
- The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout
Australia, and the custodial responsibility they have for Country/Place, and how this influences
views about sustainability (VCGGK080)
- Collect and record relevant geographical data and information from the field and other sources
(VCGGC074)
- A significant example of change and a significant example of continuity over time in the local
community, region or state/territory (VCHHK073)
This lesson will build on Lesson 4, the excursion, by connecting all of the information the students have
gathered throughout the last 4 lessons and applying it to a venn diagram which requires students to
sort and compare the data. This will allow them to present the data in a clear and concise way which
will allow them to use this diagram as a learning tool in upcoming lessons, such as week 9 & 10, where
students will be relying on their work throughout the unit to inform their summative assessment piece.
- Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on
the environmental characteristics of Australian places (VCGGK094)
- Environmental and human influences on the location and characteristics of places and the
management of spaces within them (VCGGK096)
- Identify the types of resources (natural, human and capital) and explore the ways societies use
them in order to satisfy the needs and wants of present and future generations. (VCEBR003)
This comparison-based lesson coincides with Kath Murdoch’s ‘sorting out’ stage of inquiry, as students
are looking deeply into Indigenous sustainable practices and Deakin Islands lack of sustainable practices
(2003, p. 3).
The use of explicit teaching throughout the initial stages of this lesson is demonstrated through the
teacher’s use of modelling the venn diagram. Rob Gilbert acknowledges the importance of explicit
 teaching, suggesting that it is particularly useful in establishing basic thinking processes when
introducing a new concept in an inquiry lesson (2016, p. 81).

Resources & Materials: - A pre-made poster of a venn diagram (made by the teacher)
● What physical and/or human resources will - A marker
be required for this lesson?
- Writing paper
● What specific teaching materials will need
to be prepared? - Pens/pencils
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations: The OH&S factors that will need to be consider will be the way the students move around the room and
● Will you have OH&S factors that need to be ensuring they sit with correct posture.
considered for this activity?
● What will you have to prepare beforehand
The teacher will need to ensure they have the venn diagram template printed and ready to hand out as
to ensure all learners have the required
materials they need? well as ensuring they have drawn one on poster paper for the sharing activity at the conclusion of the
● What questions will you ask students lesson.
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson doesn’t The teacher will use a variety of questioning techniques to ensure they are challenging the thinking of
go as planned? their students and keeping them engaged.
● What is your follow on activity for early
finishers?
Plan B will consist of students finding images of sustainable practices from either past Indigenous
● Will this lesson be part of an assessment
practices or present sustainability practices and describe what this process does and the materials
task?
involved.

Any early finishers will be asked to reflect on their KWL chart from week 1 and fill in any thing they can
in the learnt column.

This task will be used as a form of formative assessment and will provide the teacher with the
knowledge of where each child is at and if they have grasped the concepts taught throughout this
lesson. This task will form part of the overall assessment for the entire unit.

Teaching Strategies and lesson structure: Teacher - What will you be doing? Timing
Students - What will they be doing?
Prompts for your planning: Beginning

● How will you engage students in the inquiry
question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
● What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be required
to do and what will be your role?
● How will you create a collaborative learning
environment and how will the classroom be
arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations or
modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are on-
task and what strategies will you use to
support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
This lesson will begin with a reflection on last week’s excursion with a traditional Indigenous 10
elder, acknowledging some of the benefits of the excursion in terms of how it has helped minutes
the students in their inquiry. From here, the class will engage in a group discussion, working
to create connections between Indigenous practices of sustainability and the local
community’s current practices in relation to sustainability. The teacher will also provide the
students with an explicit example of how the venn diagram activity will work and look by
filling in one point in each section.
Middle
The class will move into pairs, where they will work as a team to create a venn diagram that 30
showcases the connections they have been able to develop between the sustainability minutes
practices utilised across different eras. Using the headings ‘Past Indigenous Sustainability
Practices’, ‘Current Sustainability Practices’ and ‘Things that are similar between these eras’
to label their venn diagrams will assist in providing clarity to the task and provide an
assessment piece for the end of the unit.
By having students work in pairs, they are provided with an opportunity to work on this task
in a collaborative format, bouncing ideas off each other and encouraging each other to
stretch their thinking and challenge themselves. For this activity, the teacher will be
selecting the pairs and having students partner up with an appropriate work mate to ensure
that the students will influence each other in a positive way in terms of work achievement.
The teacher will be using this time to check in with each group, ensuring students are on-
task and are remaining focused, whilst also presenting them with open-ended questions in
order to challenging students and encouraging them to engage in higher order thinking. This
is also an opportunity for the teacher to scaffold students and provide support as required.
Conclusion
At the conclusion of this lesson, the students will return to a whole-group setting. The 10
teacher will have a large poster version of a venn diagram displayed on the whiteboard that minutes
uses the same headings. Each pair will be asked to share one of the connections they have
recognised in their own venn diagrams and add it to the whole-class poster which will be
displayed in the classroom as tool for students to refer to throughout the rest of the unit.
The teacher will also check for understanding as the children leave the classroom by
implementing the ‘exit pass’ strategy, requiring students to recall a connection off the venn
diagram.
Lesson 6
Lesson key focus question:
● What key focus question are you using in
this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know and
do by the completion of this lesson?
Success Criteria:
● How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? Cross-curriculum priorities: Learning
(please copy and paste them into
sequential order before submission) 6
about Sustainability & Learning about
Aboriginal and Torres Strait Islander
histories and cultures.
What evidence can we use to persuade people to put more sustainable practices in place within our
community?
- Students will form a proposal that highlights the need for sustainable practices to be
implemented within the school.
- Students will adapt the concepts encountered within last week’s excursion to form the basis of
the sustainable strategies forming their proposal.
Students will have successfully achieved the learning outcome if they can:
- I can develop a sustainable practice using the guidance and direction from Indigenous people.
- I can write a proposal, using facts to inform my writing.
Students will use their prior knowledge of Indigenous sustainable practices to assist them in forming
their own theories regarding how they can improve their local community. Students will also have a
foundation of knowledge that has been achieved at level 3/4 of the Victorian Curriculum, including:
- A significant example of change and a significant example of continuity over time in the local
community, region or state/territory (VCHHK073)
- Collect and record relevant geographical data and information from the field and other sources
(VCGGC074)
- The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout
Australia, and the custodial responsibility they have for Country/Place, and how this influences
views about sustainability (VCGGK080)
- Types of natural vegetation and the significance of vegetation to the environment, the
importance of environments to animals and people, and different views on how they can be
protected; the use and management of natural resources and waste, and different views on
how to do this sustainably (VCGGK082)
- Recognise the role of people in design and technologies occupations and explore factors,
including sustainability, that impact on the design of solutions to meet community needs
(VCDSTS023)
- Investigate the suitability of materials, systems, components, tools and equipment for a range
of purposes (VCDSTC027)
- Evaluate design ideas, processes and solutions based on criteria for success developed with
guidance and including care for the environment and communities (VCDSCD031)

Contribution to the sequence of learning:
● How will these lesson build on knowledge
from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste content
descriptors and codes here)
Pedagogical underpinning:
● What pedagogical underpinning/s have you
drawn upon when planning/teaching your
lesson?
Resources & Materials:
● What physical and/or human resources will
be required for this lesson?
● What specific teaching materials will need
to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to be
considered for this activity?
- Critique needs or opportunities for designing and explore and test a variety of materials,
components, tools and equipment and the techniques needed to create designed solutions
(VCDSCD028)
Lesson 6 will continue on from Lessons 4 & 5, extending student thinking in relation to the Indigenous
implementation of sustainable practices and how they positively influenced our natural environment.
This lesson will see students take the information they have collected and compared throughout
previous lessons and transform it into a proposal, directed towards the principal team within the
school.
This lesson will work to prepare students for Lesson 7 by providing students with some context for the
activity they do next week - students will have already developed their proposal of what changes they
could make to the local environment to protect its natural features which will allow them to visualise
the positive effects of making sustainable improvements.
- The growth and survival of living things are affected by the physical conditions of their
environment (VCSSU075)
- Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on
the environmental characteristics of Australian places (VCGGK094)
- Environmental and human influences on the location and characteristics of places and the
management of spaces within them (VCGGK096)
- Identify the types of resources (natural, human and capital) and explore the ways societies use
them in order to satisfy the needs and wants of present and future generations. (VCEBR003)
- Investigate how and why food and fibre are produced in managed environments (VCDSTC035)
This persuasive writing-inspired lesson aligns with Kath Murdoch’s ‘going further’ stage of inquiry, as
students are considering a range of sustainable options and justifying why there is a need for change in
regards to our local sustainable practices as a school (2003, p. 4).
Rob Gilbert’s focus on the importance of authentic learning has also been applied throughout this
lesson, engaging students in a lesson where they can connect all of their new knowledge and skills in a
rich, authentic task where they are being asked to form their proposal for a real-life cause - to present it
to their principal in the hope of creating a significant positive change for their local environment (2016,
p. 82).
- Pen/pencil
- A seat designated as the ‘Hot Seat’
- Writing paper
or
- Laptop/iPad
The OH&S factors that will be taken into account during this lesson will be ensuring children move
around the room in safe way, putting a focus on walking and having an awareness for our surroundings.
 ● What will you have to prepare beforehand
to ensure all learners have the required
materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson doesn’t
go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
Teaching Strategies and lesson structure:
Prompts for your planning:
● How will you engage students in the inquiry
question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
● What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be required
to do and what will be your role?
● How will you create a collaborative learning
environment and how will the classroom be
arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations or
modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
This lesson will see that the teacher will be using probing techniques as an assistive tool in asking
questions that will encourage deeper level thinking from students and provide a richer learning
experience.
Plan B: Students can develop a plan that outlines a sustainable practice that the school leadership team
might consider to implement within the school. This lesson could be continued throughout a literacy
block in order to split the lesson up and provide students with more time to develop their proposal if
that is an arising challenge.
Early finishers will be required to edit their letter and ensure all punctuation and spelling is correct. If
there is still time, students will be required to draw a diagram of how their sustainable practice may
look in the school setting, and include what materials may be needed for this to work.
This lesson will form part of the overall assessment for the unit, featuring as a formative assessment
task so that the teacher is able to utilise this piece of writing as an indication of how student learning is
progressing throughout the unit and identify any gaps in knowledge that students may have.
Teacher- what will you be doing? Timing
Students- What will they be doing?
Beginning
Looking back at the past few weeks, the teacher will ask students what they found 15
interesting about the excursion and what new ideas they learnt about. The teacher will also minutes
encourage students to think about the practices used by Indigenous Australians in the past
and how these can be implemented now to improve our current sustainable practices.
Middle
Students will be asked to form a letter to the principal, putting forward their point of view in 25
relation to what sustainable practices we could implement at a school community level. The minutes
strategies included in the letter will be based on Indigenous practices that can be modified
accordingly in order to contribute positively to the protection and sustaining of our natural
environment, relevant to today’s times. The teacher will conference with individual
students, with a focus on supporting students who need additional help, as well as
challenging the learning of higher-end students. Students will be given the option to either
write their letter by hand or type the letter, based on their own personal preference.
 ● How will you ensure the students are on-
task and what strategies will you use to
support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
Lesson 7
Lesson key focus question:
● What key focus question are you using
in this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know
and do by the completion of this lesson? Students use their prior learning from previous weeks to recognise the positive impact that being sustainable can
Success Criteria:
● How will you know that the students
have successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Contribution to the sequence of learning:
● How will these lesson build on
knowledge from the previous lesson?
Conclusion
Each student will be provided with 30 seconds in the ‘Hot Seat’ to summarise the proposal 10
they have written to the principal. At the conclusion of our Hot Seat session, students will minutes
have the opportunity to provide their peers with constructive criticism regarding how they
might be able to improve their proposal.
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? 7 Cross-curriculum priorities: Learning about
(please copy and paste them Sustainability & Learning about Aboriginal
into sequential order before and Torres Strait Islander histories and
submission) cultures.
How can our environmentally-friendly practices impact the wider community?
Students deepen their understanding of the impact that humans have on their immediate environment on
Deakin Island.
make, by predicting the ‘new and improved’ future of Deakin Island’s environment.
I can recognise how implementing environmentally friendly practices positively impacts the environment.
I can create an artwork that exposes the positive impact the community can make on Deakin Island’s
environment in the future.
I can understand our direct and current impact on the environment and the urgent need to change.
In grades 3 and 4 students develop the understanding that ‘science knowledge helps people to understand the
effects of their actions’ (VCAA 2016), thus, students will be drawing from this previous learning in their artwork
which expresses their research and conclusions of how humans can impact the environment.
Students use their prior learning from previous weeks to recognise sustainable practices that will have a positive
effect on Deakin Islands environment. From week 4’s excursion, they will also have an understanding of the
history of Deakin Island and what it used to look like before the environmental damage.
 ● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste
content descriptors and codes here)
Pedagogical underpinning:
● What pedagogical underpinning/s have
you drawn upon when
planning/teaching your lesson?
Resources & Materials:
● What physical and/or human resources
will be required for this lesson?
● What specific teaching materials will
need to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to
be considered for this activity?
● What will you have to prepare
beforehand to ensure all learners have
the required materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson
doesn’t go as planned?
This ‘making conclusion’ lesson follows the sequence of lessons as it encourages students to align their learnings
from all previous weeks. They are to reflect on the Indigenous sustainable practices that are relevant to Deakin
Islands situation and through their artwork, are to identify the positive outcome if these practices are followed.
Science :
- The growth and survival of living things are affected by the physical conditions of their
environment(VCSSU075)
Geography
- Environmental and human influences on the location and characteristics of places and the management
of spaces within them (VCGGK096)
Digital technologies
- Explain how student-developed solutions and existing information systems meet current and future
community and sustainability needs (VCDTCD034)
This drawing and comparison lesson aligns with Kath Murdoch’s ‘making conclusions’ stage of inquiry, as
students are reflecting on what they have learnt throughout the unit and identify where to go next. Students are
synthesising their ideas and comparing and contrasting, which are elements of this inquiry stage. Creating the
artwork requires students to starting expressing their thinkings and make choices in order to represent their
ideas. Identifying similarities and differences is also a skill required in this stage, and students do this by
comparing week 2’s drawing to this week’s.
- A3 paper
- coloured pencils, textas, crayons, any stationary students will require for their art.
- week 2’s drawing
- Students will be continuously questioned by the teacher to prompt their thinking and reflection of the
Indigenous sustainable practices discussed in previous lessons. Questions will encourage students to
thinking about the positive outcomes from these practices and represent this in their artwork.
- ‘Plan B’ involves students writing a letter to themselves. Students would imagine themselves in the
possible future they created in week 2, and are to write a letter back to their Grade 5/6 self explaining
how bad the environment has become and suggest ways to prevent this.
- This lesson is part of the final assessment task as it will be incorporated into the students news report of
Deakin Island sustainability. In the report, students will present and discuss both drawings.
 ● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
Teaching Strategies and lesson structure: Teacher- what will you be doing? Timing
Students- What will they be doing?
Prompts for your planning: Beginning

● How will you engage students in the As a prompt for group discussion, students are to have their “looking into the future” drawing that 15 mins
inquiry question? was completed in week 2. In the groups that the artwork was created in, students look to their
● How will the lesson and resource/s be drawing and identify certain sustainable practices that could be put into place to help amend this
introduced and made relevant to the environmentally damaging situation. Students record their ideas on sticky notes, which are then
students? placed on the whiteboard. Collaboratively, the class go through the sticky notes and students are
● ⬜What specific teaching and learning encouraged to expand on their ideas or the ideas of others.
strategies will you use for the lesson?
● What exactly will the students be
required to do and what will be your Middle
role?
● How will you create a collaborative
After previous weeks learning of Indigenous Australians’ sustainable practices and discussions of
learning environment and how will the
relevance to modern life, students are to predict what the future of Deakin Island will look like in 50
classroom be arranged to support this?
years. Similarly to week 2, students are to draw a predicted future of Deakin Island, however in hope 25 mins
● How will you include all learners? What
that the community continue to become aware and implement environmentally friendly practices,
Curriculum and Pedagogy adaptations
drawings will show a sustainable environment.
or modifications will be required?
Recreating this activity is done to compare two opposite, but both possible, futures. Thus, encourage
● How will you differentiate learning
students to recognise the positive impact community members can have when encouraged to take
opportunities for diverse learners?
positive action. This allows the teacher to take anecdotal notes, formatively assessing if students have
● How will you ensure the students are
comprehended the impact that being sustainable can have on the environment.
on-task and what strategies will you use
to support positive behaviour?
Conclusion
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning In their groups, students present their two drawings to the class and identify the differences between 10 mins
experience/ learning findings? artworks. They are to explain how and why there are significant differences in their two predicted
futures.
As an exit pass, students brainstorm ways of exposing this issue to the public, which leads into the
following lesson’s topic of discussing ways to promote a sustainable future.
Lesson 8
Lesson key focus question:
● What key focus question are you using
in this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know
and do by the completion of this lesson?
Success Criteria:
● How will you know that the students
have successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Contribution to the sequence of learning:
● How will these lesson build on
knowledge from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? 8 Cross-curriculum priorities: Learning about
(please copy and paste them Sustainability & Learning about Aboriginal
into sequential order before and Torres Strait Islander histories and
submission) cultures.
How can we present a sustainable future on Deakin Island?
Students identify effective ways of presenting a sustainable future using their prior experience and knowledge
gained so far from the unit.
I can successfully begin to create a storyboard based on the given questions:
- What is sustainability?
- What have we learnt/discovered so far?
- What information have we collected?
- What can we do in the future?
Students will use their prior experiences and knowledge they have gained about sustainability, Indigenous
sustainable practices and Deakin Islands current situation.
Students have also been looking at film and media in literacy, therefore they are able to transfer these skills and
understandings into this lesson.
This lesson builds on all of the previous lessons as students reflect on what they have already found out and
learnt so far in the unit. They have to review and take note of all of the activities and concepts they have
completed to use the information in order to write their story board for their news article. The lesson
contributes to the next lesson as students use their findings and storyboard to begin their filming. Students
cannot begin filming until their story board is completed in order to create an informative and concise report.
Economics and Business
- Consider the effect that the consumer and financial decisions of individuals may have on themselves,
their family, the broader community and the natural, economic and business environment (VCEBC005)
Digital Technologies:
- Explain how student-developed solutions and existing information systems meet current and future
community and sustainability needs (VCDTCD034)
English- language for interaction
- Understand the uses of objective and subjective language and bias (VCELA364)
English- Texts in contexts
- Compare texts including media texts that represent ideas and events in different ways, explaining the
effects of the different approaches (VCELY357)

Pedagogical underpinning:
● What pedagogical underpinning/s have
you drawn upon when
planning/teaching your lesson?
Resources & Materials:
● What physical and/or human resources
will be required for this lesson?
● What specific teaching materials will
need to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to
be considered for this activity?
● What will you have to prepare
beforehand to ensure all learners have
the required materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson
doesn’t go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
Teaching Strategies and lesson structure:
Prompts for your planning:
● How will you engage students in the
inquiry question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
Geography:
- Factors that influence people’s awareness and opinion of places (VCGGK097)
This lesson draws on Kath Murdoch’s ‘Stages of Inquiry’, Taking Action stage. Collaboratively, students begin to
think creatively and reflectively. Some explicit teaching can be used for students who need greater direction or
assistance. Overall, students begin to make links between their understandings and experiences in the real world
and they are reinforcing the link between home, school and the wider community.
Resources
- Student’s Humanities workbooks
- Pens/pencils
The teacher will need to have the storyboard template printed in A3 size. 10 copies will be required in case some
students need to include extra scenes.
The storyboard worksheets will need to be enlarged and printed into A3 size.
The main questions that will be asked relate to prompting students to think about and remember the concepts
and understandings they learnt and found out in previous activities. This will help them build ideas to develop
their story board.
Questions at the start of the lesson to prompt thinking include:
- How do we know/see/hear about sustainability issues all over the world?
- How could we raise awareness in our community about our current lack of sustainable practices?
- In what ways could we share and show our findings from the unit we have been working on?
Students will complete the following questions in the middle section in order to begin and prompt thinking
about about ideas for their story board.
- What is sustainability?
- What have we learnt/discovered so far?
- What information have we collected?
- What can we do in the future?
This lesson begins and forms the development of the final assessment task that the students will create which
will be a news report.
Teacher- what will you be doing? Timing
Students- What will they be doing?
Beginning
15 mins
As students have had prior experiences in literacy learning about how media and film is used to
create awareness, the teacher will prompt a class discussion surrounding how film and media could
be used in regards to the current sustainability issue on Deakin Island. In a think-pair-share students
will answer the following questions:
- How do we know/see/hear about sustainability issues all over the world?
● ⬜What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be
required to do and what will be your
role?
● How will you create a collaborative
learning environment and how will the
classroom be arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations
or modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are
on-task and what strategies will you use
to support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
- How could we raise awareness in our community about our current lack of sustainable
practices?
- In what ways could we share and show our findings from the unit we have been working on?
The teacher will then prompt a discussion with the students in order for them to share back with the
class about what their discussion was on.
Middle
Students will be put into pre-planned groups of 4 or 5. They are to use their Humanities workbooks
to refer to the activities and findings from previous unit tasks. They will collaboratively discuss and 25 mins
decide what information and resources they will use in their news report.
Students must answer 4 questions
- What is sustainability?
- What have we learnt/discovered so far? (If students are struggling to remember, prompt
about the Indigenous practices, the drawing they did and the excursion.)
- What information have we collected?
- What can we do in the future?
Once students have completed the questions they must show the teacher their answers to ensure
they have thoroughly answered the questions to ensure they have strong foundation of evidence to
begin their storyboard. Students will begin to fill in their storyboard using the knowledge they have
from their literacy lessons about the concepts and skills of film and media.
https://boords.com/storyboard-template - link to storyboard template

Lesson 9
Lesson key focus question:
● What key focus question are you using
in this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know
and do by the completion of this lesson?
Success Criteria:
● How will you know that the students
have successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Conclusion
Students pair with another group to complete a TAG reflection task.
T- tell them what you like 10 mins
A- ask a question
G- give a question
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? 9 Cross-curriculum priorities: Learning about
(please copy and paste them Sustainability & Learning about Aboriginal
into sequential order before and Torres Strait Islander histories and
submission) cultures.
How can we create a sustainable future?
- Students will explore their knowledge of ICT using iMovie
- Students will be able to compile information they have researched, as well as the artifacts they have
created, in order to create a news report (video).
- I can use ICT to demonstrate what I have learnt
- I can follow instructions and steps to complete a task
Prior to the lesson, students have been exposed to:
Diversity and significance of places and environments
-The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they
have for Country/Place, and how this influences views about sustainability(VCGGK080)
-Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and
people, and different views on how they can be protected; the use and management of natural resources and waste, and different views
on how to do this sustainably(VCGGK082)
-Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the
protection of these places(VCGGK083)
Contribution to the sequence of learning:
● How will these lesson build on
knowledge from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste
content descriptors and codes here)
Pedagogical underpinning:
● What pedagogical underpinning/s have
you drawn upon when
planning/teaching your lesson?
Resources & Materials:
● What physical and/or human resources
will be required for this lesson?
● What specific teaching materials will
need to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to
be considered for this activity?
● What will you have to prepare
beforehand to ensure all learners have
the required materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson
doesn’t go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
This lesson will build on the previous lesson as the students are using the storyboard to complete their news
report, students will create their news report by following the storyboard order.
This will add to the next lesson as students will be finishing off these videos, if they have not been completed in
this lesson, and will be showcasing what they have learnt throughout the term through their news report.
Resource Allocation and Making Choices
-Describe the difference between needs and wants and explain why choices need to be made (VCEBR001)
-Identify types of resources (natural, human, capital) and explore the ways societies use them in order to satisfy the needs and
wants of present and future generations (VCEBR003)
Geographical Concepts and Skills
Describe and explain the diverse characteristics of places in different locations from local to global scales(VCGGC085)
Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental
characteristics of Australian places(VCGGK094)
Environmental and human influences on the location and characteristics of places and the management of spaces within them
(VCGGK096)
This lesson is towards the end of the unit and is based around completing an assessment, the lesson has been
planned alongside Kathy Murdoch’s ‘Inquiry Model’, Taking Action which asks the question ‘what have I learnt
about?’. This allows for students to apply what they have learnt throughout the unit and present it in a fun and
creative way.
- iPads
- Storyboards
- Humanities workbooks
- Pens/pencils
- Previous work from the unit
- News props in the case of students finishing early
Students will need to have their previous work to incorporate that into their news report.
There will need to be working technology for the task to go ahead (test before the lesson)
Props for the iMovie.
Plan B- If students are not able to video their work, they will be able to complete the task as a play or
presentation, if the teacher needs to have proof of the task, they are able to video the play as well as the
interaction with other class members during this.
If there are students who have finished earlier than others, they will be able to help those groups who may be
struggling with the task or running behind due to an instance such as mucking around or being ill.
Yes, this lesson will be apart of the assessment.
Teaching Strategies and lesson structure: Teacher- what will you be doing? Timing
Students- What will they be doing?
Prompts for your planning: Beginning
As students may be at different levels in their project, the teacher will explain to the class the next 10-15
● How will you engage students in the stage in the project. Once the Comic strip/storyboard is completed, students will use the storyboard minutes
inquiry question?
to inform a whole-class news report. The teacher will explain to the students that they will need to
● How will the lesson and resource/s be
introduced and made relevant to the use iMovie, working as a team to create the news report.
students? Students will be asking any questions they may have/need to clarify on completion of the task.
● ⬜What specific teaching and learning
strategies will you use for the lesson? Middle
● What exactly will the students be After the discussion, students will break away into their set group. 25-30
required to do and what will be your Throughout the lesson, the teacher will be roaming around, ensuring that students are completing minutes
role? their set task and answering any questions that may arise throughout the lesson.
● How will you create a collaborative
The teacher may also be aiding students with the editing process.
learning environment and how will the
Given where the students are up to in the project they will either be working on their Storyboard or
classroom be arranged to support this?
● How will you include all learners? What their iMovie news report. Students who have completed the filming will now be able to complete the
Curriculum and Pedagogy adaptations editing process to ensure the video is appropriate to the task expectations.
or modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are
on-task and what strategies will you use
to support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?

https://boords.com/storyboard-template - link to storyboard template


Lesson 10
Lesson key focus question:
● What key focus question are you using in
this lesson?
Intended Learning Outcomes/Learning
intentions:
● What will the students be able to know and
do by the completion of this lesson?
Success Criteria:
● How will you know that the students have
successfully achieved the learning
outcome/intention?
Conclusion
10
Think, pair, share. To ensure that students are on the right track for the lesson, they will pair minutes
with another group in the class to watch each others video and discuss suggestions. With
their group they will discuss what they were thinking throughout the video, what the group
may be able to improve on and how they may be able to implement this. They will then share
with the group what they discussed and how they believe they can improve the video to the
best of their ability.
The teacher will be roaming around the room and listening to what the students may be
discussing, ensuring it is constructive criticism. If the teacher is able to, they can add to the
students discussion. Also, if the students have any questions the teacher will be answering
them and prompting students thinking.
Duration of lesson: Which number is this lesson Humanities discipline focus:
50 mins in your sequence? Cross-curriculum priorities: Learning
10 about Sustainability & Learning about
Aboriginal and Torres Strait Islander
histories and cultures.
How can we embrace the past to create a sustainable future?
- Students will be able to compile all of the information they have learnt from the unit and
construct an engaging presentation.
- Students will be able to contribute and work cooperatively in a team environment to create a
meaningful assessment piece.
Students will have successfully achieved the learning outcome if they can:
- I can compile the information I have learnt.
- I can present my new findings in an engaging way.
- I can work as part of a team and contribute to making a video.
Prior Learning and Experiences:
● How will students’ prior learning and
experiences contribute to this lesson?
Contribution to the sequence of learning:
● How will these lesson build on knowledge
from the previous lesson?
● How will this lesson contribute to the
learning in the next lesson?
Links to the curriculum
● Victorian Curriculum (copy & paste content
descriptors and codes here)
Students will use their prior knowledge of Indigenous sustainable practices to assist them in forming
their own theories regarding how they can improve their local community. Students will also have a
foundation of knowledge on the following concepts, that has been achieved at level 3/4 of the Victorian
Curriculum:
- A significant example of change and a significant example of continuity over time in the local
community, region or state/territory (VCHHK073)
- The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and
Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and
skies) and the effects on their daily lives (VCHHK078)
- Science knowledge helps people to understand the effects of their actions (VCSSU056)
- Collect and record relevant geographical data and information from the field and other sources
(VCGGC074)
- The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout
Australia, and the custodial responsibility they have for Country/Place, and how this influences
views about sustainability (VCGGK080)
- Types of natural vegetation and the significance of vegetation to the environment, the
importance of environments to animals and people, and different views on how they can be
protected; the use and management of natural resources and waste, and different views on
how to do this sustainably (VCGGK082)
- Similarities and differences in individuals’ and groups’ feelings and perception about places and
how they influence views about the protection of these places. (VCGGK083)
- Investigate the suitability of materials, systems, components, tools and equipment for a range
of purposes (VCDSTC027)
- Evaluate design ideas, processes and solutions based on criteria for success developed with
guidance and including care for the environment and communities (VCDSCD031)
This final lesson will work to wrap up all of the class’ findings over this unit of work, compiling all of the
information they have accessed and presenting it in a fun and engaging way through the use of video.
This will further cement the connections the class has made in this unit and result in a presentation
which will be submitted to the principal team of the school as well as potentially being aired at either a
school assembly or a family/friends/special person open day.
- The growth and survival of living things are affected by the physical conditions of their
environment (VCSSU075)
- Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on
the environmental characteristics of Australian places (VCGGK094)
- Environmental and human influences on the location and characteristics of places and the
management of spaces within them (VCGGK096)

Pedagogical underpinning:
● What pedagogical underpinning/s have you
drawn upon when planning/teaching your
lesson?
Resources & Materials:
● What physical and/or human resources will
be required for this lesson?
● What specific teaching materials will need
to be prepared?
● Will ICT be utilised in the lesson?
Teacher Organisation and considerations:
● Will you have OH&S factors that need to be
considered for this activity?
● What will you have to prepare beforehand
to ensure all learners have the required
materials they need?
● What questions will you ask students
before/during/after the lesson?
● What is your ‘PLAN B’ if the lesson doesn’t
go as planned?
● What is your follow on activity for early
finishers?
● Will this lesson be part of an assessment
task?
- Identify the types of resources (natural, human and capital) and explore the ways societies use
them in order to satisfy the needs and wants of present and future generations. (VCEBR003)
- Investigate how and why food and fibre are produced in managed environments (VCDSTC035)
This concluding lesson of the unit coincides with Kath Murdoch’s ‘sharing, discussion and reflecting’
stage of inquiry, as students are working to compile all of their new knowledge and work from the unit
into a meaningful and purposeful presentation to present (2003, p. 7). In addition to this, this lesson
largely incorporates the use of role play and simulation, which is described by Gilbert as an experiential
experience of learning which assists in maintaining student engagement (2016, p. 96).
- iPads
- Work from the unit
- Tv/smart board/projector
- Computer
- Potentially some props such as a microphone, costume pieces, clipboard (in order to replicate a
news report)
The OH&S factors that will need to be considered in this lesson are ensuring the safety of all students
by prohibiting all food and drink near devices, ensuring cords of any sort are taped to the ground to
prevent a tripping hazard and students sit with the correct posture when at desks.
The teacher will need to ensure any ICT equipment that may be used is charged and able to be
accessed by students. The teacher will also need to organise an area for the presentation to occur if
they intend for family, friends and special guests to come.
The teacher will implement numerous questioning strategies to assist in the students forming this final
assessment piece to attain a high standard of completion. The teacher will also use open-ended
questions to challenge learners and provide new learning opportunities.
Plan B: If the lesson does not go as planned, a class meeting will be held in order to provide a space for
students to share any arising issues, reflect on any problem areas, ask questions within their team and
offer advice to each other in order to overcome any unexpected difficulties.
This lesson will be the basis for the summative assessment for the sequence of lesson where students
demonstrate their understandings of the unit. Students will draw on the work pieces they have
constructed over the past 9 weeks in order to build their presentation for Lesson 10 and as a result, be
connecting several relevant concepts together, cementing the connections they have made regarding

Teaching Strategies and lesson structure:
Prompts for your planning:
● How will you engage students in the inquiry
question?
● How will the lesson and resource/s be
introduced and made relevant to the
students?
● ⬜What specific teaching and learning
strategies will you use for the lesson?
● What exactly will the students be required
to do and what will be your role?
● How will you create a collaborative learning
environment and how will the classroom be
arranged to support this?
● How will you include all learners? What
Curriculum and Pedagogy adaptations or
modifications will be required?
● How will you differentiate learning
opportunities for diverse learners?
● How will you ensure the students are on-
task and what strategies will you use to
support positive behaviour?
● How will you draw ideas together and
conclude the lesson?
● How will you conclude the learning
experience/ learning findings?
sustainable practices throughout the unit. Each student will play a role in their classroom news report
video which will form an excellent showcase assessment piece for family and other members of the
school community to engage with. Used in conjunction with the numerous pieces of formative
assessment which have been collected throughout the unit, this final summative assessment piece will
serve as a helpful measurement of student progress in relation to the inquiry unit, highlighting any gaps
in knowledge that students may have which will assist the teacher in future planning of inquiry units. As
well as providing the teacher with a great planning tool, the assessment pieces collected throughout
this unit will also serve as a useful reporting tool for teachers to base their comments on.
Teacher- what will you be doing? Timing
Students- What will they be doing?
Beginning
The lesson will begin with a discussion focused around the entire unit of work. The teacher 5
will hold a discussion recapping the expectations of the final assessment piece (news report minutes
video) and allow the students to ask any questions during this time that they may have.
Middle
The class will then break off into their roles in order to complete the final editing process of 25
the video. The students will be checking that the video covers these four key points: minutes
- What is sustainability?
- What have we learnt/discovered so far? (If students are struggling to remember,
prompt about the Indigenous practices, the drawings they did and the excursion.)
- What information have we collected?
- What can we do in the future to ensure that our environment is looked after
sustainably?
The teacher will be offering assistance to all students during this time and answering any
questions that may arise.
Conclusion
In the conclusion of this lesson, the students will come back together with the teacher and 20
watch the video for the first time together. After the video, the teacher will prompt the minutes
students to reflect and provide feedback on the video. The students will then get on their
devices and complete a google form survey for the teachers that will outline what the
students liked about the unit, what they found challenging, anything they would have liked
to do differently and something they wish was included. This is a reflective way to complete
an engaging unit of work and provides the students with a voice to assist in improving the
learning process.
Reference list:

Boords n.d., The Ultimate Storyboard Template Resource List, retrieved 23 March 2019,<https://boords.com/storyboard-template>

Gilbert, R 2016, ‘Planning for Student Learning’ in R Gilbert & B Hoepper (eds), Teaching Humanities and Social Sciences: History, Geography, Economics &
Citizenship in the Australian Curriculum, Cengage Australia, South Melbourne, pp. 73-102.

Manitoba Education and Training 2000, Education for a Sustainable Future: A Resource for Curriculum Developers, Teachers, and Administrators, Manitoba
Education and Training, Winnipeg.

Murdoch, K & Bailey, S 2003, ‘Sentence Starters & Powerful Procedures for Integrated Learning’, Stages of Inquiry, pp. 1-7, retrieved 10 March 2019 in EEO410
Warrnambool week 2 seminar.

VCAA – see Victorian Curriculum and Assessment Authority

Victorian Curriculum and Assessment Authority, 2016, Victoria State Government, retrieved 14 March 2019,
<http://victoriancurriculum.vcaa.vic.edu.au/overview/about>.

What is Sustainability? 2013, YouTube, MocomiKids, 8 May, retrieved 24 March 2019, <https://ww w.youtube.com/watch?v=gTamnlXbgqc>