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Scale and Measurement description: students often find it difficult to work with scales that are outside their everyday experience. Indigenous Knowledge approach is based upon believing, understanding, experiencing, being, seeing and representing the spiritual world. Cross Curriculum Links Humanities - Geography Investigate some of the significant natural processes that operate across Australia. English Understand how to move beyond making bare assertions and take account of differing perspectives and points of view.
Scale and Measurement description: students often find it difficult to work with scales that are outside their everyday experience. Indigenous Knowledge approach is based upon believing, understanding, experiencing, being, seeing and representing the spiritual world. Cross Curriculum Links Humanities - Geography Investigate some of the significant natural processes that operate across Australia. English Understand how to move beyond making bare assertions and take account of differing perspectives and points of view.
Scale and Measurement description: students often find it difficult to work with scales that are outside their everyday experience. Indigenous Knowledge approach is based upon believing, understanding, experiencing, being, seeing and representing the spiritual world. Cross Curriculum Links Humanities - Geography Investigate some of the significant natural processes that operate across Australia. English Understand how to move beyond making bare assertions and take account of differing perspectives and points of view.
At the end of this unit students will be able/capable of: Defining what erosion is, and the impact and effects of erosion on the environment by different factors and changes over time with a particular focus on the erosion that takes place in waterways.
Key Australian Science curriculum Standard
Scale and Measurement description: Students often find it difficult to work with scales that are outside their everyday experience - these include the huge distances in space, the incredibly small size of atoms and the slow processes that occur over geological time. Level 5 Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) Level 6 Sudden geological changes or extreme weather conditions can affect Earths surface (ACSSU096) The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)
Sessions: 3
Dates: TBA
Indigenous Knowledge approach
Rather than being seen as a science of the past, the Indigenous Knowledge approach is based upon believing, understanding, experiencing, being, seeing and representing the spiritual world by looking at the content knowledge and beliefs that Indigenous groups possess (Harrison, 2009). As a pedagogical approach, Indigenous Knowledge can be understood as learning and teaching through experiences and knowledge, created through interactions with the physical, spiritual and material elements of life, to form understandings of the world around us (Adams & Marshall, 2009).
Cross Curriculum Links
Humanities - Geography Investigate some of the significant natural processes that operate across Australia. English Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502). Civics & Citizenship Consider the experiences of diverse cultural groups, including ATSI communities. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709).
SESSION 1: Soil erosion experiences and Yarning circles
Learning outcomes: During this lesson students will experience the process of erosion and sedimentation. Students will be introduced to yarning circles as a method of creating understanding. Using this exercise the students will reflect on their experience and come to their own conclusions about what was happening in the experiment. It is hoped that students will recognise and understand that soil can be moved from one place to another by the force of wind or water. Tuning In (15 minutes) Students will be lead to a suitable space outside the classroom. All students and teachers will sit in a circle. Students will be introduced to the message stick and its purpose in Indigenous cultures. The message stick will then be passed around the circle so that each person can introduce themselves. They may choose to give just their name or tell the group a little about themselves. (See appendix 1 for yarning circle instructions). Finding out: (30 minutes) Students will be split into 2 groups. Each group will be given a container filled with sand and soil (see Appendix 2). One group will be given a fan and the other group will be given a spray bottle filled with water. No further direct instruction will be given to the groups at this point. The students will experiment using their own self direction. The teachers will roam, listening to conversations and prompting if needed. Photos will be taken to document the changes occurring in the tubs. Students will have 15 mins to experiment at each station. Bringing it together: (15 minutes) Students will be lead back outside and resume the yarning circle. Students thinking will be prompted by the teacher using the following questions: What did you do? What did you see? What do you think it means? Have you seen this happen in other situations? The students will be given a couple of minutes of silent personal reflection in order to ponder the questions. The message stick will be placed in the middle of the circle. Students will be invited to come up and take the stick, return to their place in the circle and share their thinking. When they have finished sharing the message stick will be placed back in the middle of the circle. The teacher will invite elaboration using prompting questions and rephrasing without making an evaluative remark. Extension activity: Students will be given blank sheets of paper and pencils. They will have the opportunity to respond to the activities they have experienced in any way they see fit using the resources provided. Home Activity: Students will be asked to look out for signs of erosion at home, in the school grounds, on their walk to school or anywhere else they may find erosion. Students can take pictures, draw a picture, write a description or even retell their findings in the next lesson. Page 4 of 12
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