LESSON PLAN: Laura Peacock 18575907 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 8 Syllabus section: p.12 & 18.

Lesson 5/10

Unit Name: Penrith Lakes Regeneration Scheme

Aboriginal site: Penrith Lakes Boorooberongal Precinct

Lesson Topic: Consumer decisions factors influencing decisions when buying locally, Duration: 60 minutes
regionally, interstate or globally

Prior knowledge/skills required: Resources: Seedlings, video: https://www.youtube.com/watch?v=SNXMAu5XA1Q, butchers

- Boorooberongal Precinct paper, markers.
knowledge what is the
significance of the site to
Indigenous Australian peoples?
- Connections that the site has to
the local Indigenous Australian
community, land and place.

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

2.2 Engagement The activities in this lesson were tailored and designed to engage all students. The
tactile and hands-on experiences work to ensure all students are participating and
immersing themselves in the lesson.
3.2 Cultural Knowledge The lesson incorporates the cultural knowledge of Indigenous Australians. It calls
upon this knowledge to explain reasons for buying locally and what effect this has
on Indigenous Australians and the Boorooberongal Precinct.
 LESSON PLAN: Laura Peacock 18575907
PART B: SEQUENCE OF ACTIVIES IN LESSON
Syllabus outcomes:
4.4: Identifies key factors affecting commercial and legal decisions
Students learn to: explain the factors influencing decisions to buy locally,
regionally, interstate or globally, retail or wholesale or on the internet
Timing Lesson content
No content
5 mins
Class discussion what do we know so far about the
10 mins Boorooberongal Precinct?
10 mins Seedlings are planted in the patch in the classroom.
The purpose of this activity is to use a tactile
experience to introduce students to the concept of
propagating and growing vegetation locally.
5 mins Video: Are we better off if we buy local?
https://www.youtube.com/watch?v=SNXMAu5XA1Q
Classroom debate research and presentations
20 Mins
Page 2
Students learn about: consumer decisions and
reasons why individuals choose to buy locally,
interstate, regionally or globally.
Student activity 8 ways link(s)
Students unpack while teacher
settles the class and marks the roll.
Teacher facilitates classroom
discussion about the
Boorooberongal Precinct and what
students already know about the
site. Teacher reinforces the
importance of the site to Indigenous
Australians and the links between
community and land and how this is
the foundation of Indigenous
Australian culture. Teacher
encourages students to share their
stories about the site as well as any
significant Indigenous Australian site
that is important to the students.
Teacher provides students with the
seedlings from the Boorooberongal
Precinct (this must be consulted
with community elders first).
Students plant these in the patch in
the classroom. Teacher reminds
students that this must be done
safely and responsibly. Teacher then
asks students: what arguments can
you come up with to justify why
someone should buy your locally
grown vegetation? What is the
importance of this to Indigenous
Australians, in reference to land and
culture? In reference to the site
what viewpoint do Indigenous
Australians have from this area to
justify locally propagated and grown
vegetation?
Students watch the video and take
notes on why growing locally,
globally, interstate and regionally
can be argued.
Teacher splits class into two groups:
for and against. The for group
answers the following question:
what are the arguments for
propagating and growing local
vegetation? The against group
answers the following question:
what are the arguments against
propagating and growing local
vegetation?
 LESSON PLAN: Laura Peacock 18575907 Page 3

Both groups should focus on the

Boorooberongal Precinct and how
growing and propagating local
vegetation is important for
Indigenous Australian peoples. It is
more applicable to the for group
and they should also focus on the
importance of land, place and
community to Indigenous Australian
peoples. Teacher should encourage
students to support each other and
work together to come up with their
arguments and justifications.

Teacher hands out butchers paper

and permanent markers to both
groups. Students then brainstorm
and write their arguments on the
butchers paper. Teacher should
encourage students to use symbols
and/or images on their paper to
argue their points, rather than just
using words. This is beneficial for
both visual learners as well as
applying 8 ways pedagogy to the
lesson.

After 10 minutes, both groups

present their arguments, with
justifications, to the rest of the class.
10 mins Conclusion Teacher concludes lesson with two
final activities:

1. Praise, Question, Polish write

down (or draw) one thing you
enjoyed, one thing you still have
questions about and one thing you
would improve about the lesson.
2. Exit slip students are to write
down three reasons why growing
locally propagated and grown
seedlings in the Boorooberongal
Precinct is important for Indigenous
Australian culture, and the meaning
it holds in terms of story, community
and land.
 LESSON PLAN: Laura Peacock 18575907 Page 4

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
Student engagement Asking students to write down on a piece of paper their Praise, Question, Polish
one thing they enjoyed, one thing they still have questions about and one thing they
would improve about the lesson.

4.4 Identifies key factors affecting
commercial and legal decisions
Teacher observation, exit pass, student questions and answers. In addition, this
lesson includes higher Blooms Taxonomy techniques, for example, when debating
they have to justify their reasons and not just state them. Teacher can use this
information to develop an idea of how well the students engaged with and
understood the content.

Working effectively in groups Teacher observation and student feedback.

Success of lesson Teacher reflects upon lesson strategies and successes: what worked, what did not
and what could be done differently next time, to improve student understanding,
outcomes and engagement? It is important to do this at the first available
opportunity.
Links to next lesson:
In the following lesson (mathematics), students recreate the Boorooberongal Precinct using native flora and fauna. The
knowledge and arguments presented in this lesson (commerce) provide students with an understanding of why regenerating and
recreating the natural habitat at the site is important and justified. Through this, students value importance of land and create
community links and recreate the area, knowing why this is so important to Indigenous Australian culture and community.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.3 Students with diverse linguistic, Students are encouraged, during the debate, to communicate via drawing rather
cultural, religious and socioeconomic than just using words. This accommodates the needs of all students, including those
backgrounds with English as an additional language as well as incorporating Symbols and Images
(8 ways) for Indigenous Australian students.

1.4 Strategies for teaching Aboriginal and A range of 8 ways pedagogy is incorporated throughout this lesson (land links,
Torres Strait Islander students community links, story sharing and symbols and images). Through these, students
are encouraged to discuss their own stories, link the Syllabus content back to the
land and communities and use symbols and images to argue and justify their points.

1.5 Differentiate teaching to meet the
specific learning needs of students across
the full range of abilities
Within this lesson, students are given the option of drawing or writing down their
understanding of the content and debate arguments. This caters to students who
are visual learners and have different abilities and interests to those students who
prefer to write their explanations. This also caters to students who have reading or
writing difficulties, as well as English as an additional language.

2.4 Understand and respect Aboriginal
and Torres Strait Islander people to
promote reconciliation between
Indigenous and non-Indigenous
Australians
Throughout this lesson the key focus is Indigenous Australian culture. Through links
to the land and community, Indigenous Australian histories, cultures, place and
stories are promoted and respected within this lesson.

3.3 Use teaching strategies A range of teaching strategies is used within this lesson. Students are provided with
tactile experiences (planting seeds), visual and audio (video), brainstorming and a
debate to achieve the outcomes of the lesson.
WHS considerations
Students are not to ingest or swallow seedlings, soil or gardening water.
Patch should be situated away from any electrical material.
Ensure all cords are away from walkways or high-traffic area.
LESSON PLAN: Laura Peacock 18575907 Page 5
References

8 Ways of Learning. (2012). 8 Aboriginal Ways of Learning Factsheet. 8 Ways of Learning.

Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers.
Melbourne, Australia: AITSL.

Board of Studies. (2017). Commerce Years 7 10 Syllabus. Sydney, Australia: Board of Studies.

Dobia, B. & ORourke, V. (2011). Promoting the mental health and wellbeing of Indigenous children in Australian primary schools.
Canberra, Australia: Commonwealth Government of Australia.

New South Wales Government. (2003). Quality Teaching in NSW Public Schools. Sydney, Australia: NSW Department of
Education and Training.

YouTube. (2017). Are we Better Off if we Buy Local? Retrieved October 6, 2017, from:
https://www.youtube.com/watch?v=SNXMAu5XA1Q

Casual teacher notes:

Ensure that the main focus of the lesson is the Boorooberongal Precinct.
Students are to be encouraged to justify their debate arguments
Ensure students are safe and appropriate when planting seedlings (handling them carefully).
Use correct Indigenous Australian terminology (see attached resource link).

Community Consultation or Protocols to be considered.

Community members from the Boorooberongal Precinct should be consulted regarding the reasons why propagating
and growing local vegetation is important for and to the local Indigenous Australian community.
Collecting seedlings this should be consulted with local community members from the site.

Resources to support this Lesson

Appropriate Terminology, Indigenous Australian peoples:

http://www.ipswich.qld.gov.au/__data/assets/pdf_file/0008/10043/appropriate_indigenous_terminoloy.pdf (casual
teacher notes)
https://www.youtube.com/watch?v=SNXMAu5XA1Q