Unit of Work 102085: Cadi Jam Ora!

Site Details: Royal Botanic Garden Sydney

Site Description: the Royal Botanic Gardens in Sydney gives an emotive insight into the first encounters between the traditional inhabitants, the Cadigal
peoples and the early European settlers and how the land was used differently by each group.

Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10
1. Andy Simpson 6/10 - Land, ecosystems, plants etc.
Science The first encounters between the traditional inhabitants, the Cadigal peoples and the early
European settlers and how the land was used differently by each group.
2. Clara Dziedziczak 8/10 - Properties and uses of materials.
Science research how a knowledge of physical properties of natural materials is used by Aboriginal and
Torres Strait Islander peoples in everyday life, e.g. tools, weapons, utensils, shelter, housing or
bush medicine
3. Rylan Simone 10/10 - Plant and adaptations.
Science Using plants flowers from the site, students deconstruct each one in groups (sculpt, draw and
describe). Groups then use each other’s results to determine each plants adaptation and share
results to the classroom.

Unit description Resources

Students learn about how Aboriginal and Torres Strait Islanders used the Information on local historical sites, including from the local council and
landscapes and resources around them to live and thrive, and how the the local historical society.
invasion changed this for the Aboriginal and Torres Strait Islander
Peoples. The different perspectives of each group will be explored in Oxford Insight Science 8 - Textbook
each curriculum area as well as the value of the land.
Time allocation 10  60-minute lessons
Targeted outcomes
 History
 describes major periods of historical time and sequences events, people and societies from the past HT4-2
 identifies and describes different contexts, perspectives and interpretations of the past HT4-7
 locates, selects and organises information from sources to develop an historical inquiry HT4-8
 Geography
 communicates geographical information using a variety of strategies GE4-8
  locates and describes the diverse features and characteristics of a range of places and environments GE4-1
 examines perspectives of people and organisations on a range of geographical issues GE4-4
 Science
 relates the structure and function of living things to their classification, survival and reproduction SC4-14LW
 explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their
uses in everyday life SC4-17CW

SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING CONNECTIONS TO 8

SYLLABUS AND ASSESSMENT WAYS
OBJECTIVES

Lesson 1 History Outcome: describes major
periods of historical time and
sequences events, people and
societies from the past HT4-2
Content: 6d Aboriginal and
Indigenous Peoples,
Colonisation and Contact
History
The nature of British
colonisation of Australia
Students:
 recall the nature of early
British contact with
Aboriginal and Torres
Strait Islander peoples
in Australia
How did Aboriginal and Torres Strait
Islander people resist British
colonisation? (Pre-assessment)
Students research and discover the early
and first contact of British colonists with
Aboriginal and Torres Strait Islander Story telling – Students
people and the resulted outcome. In will be discovering the
groups students will construct a timeline story of the first
about the first encounters and reflect at encounters
each point, using the following questions
and thought activities
How would you react to this situation?
Students list the main advantages and
disadvantages of each possible action in
a table. A class discussion is integrated to Learning Maps – students
decide the possible action that may be construct a timeline to
most effective individually. explicitly outline the
history of the first
How do you protect yourself and your encounters
people?
Three examples are provided of ways
people have resisted invasion in different
places, culture and times, which is
discussed as a class.

Recall and construct group thoughts

relative to the nature of resistance by
Aboriginal and Torres Strait Islander
people to the arrival of British colonists.
Lesson 2 Geography Outcome: communicates Students identify strategies for the
geographical information using management and protection of the Royal
a variety of strategies GE4-8 Botanic Garden Sydney, who looks after
the landform and how?
Content: Landscape Non-verbal – The
management and protection What environmental and human transformation of
Students: processes form and transform landscapes landscapes and landforms
 investigate ways and landforms? are explored with students
people, including selecting images that are
Aboriginal and Torres Land degradation – the reduction or examples of land
Strait Islander Peoples, deterioration in the quality of land. degradation sharing their
manage and protect Examples include deforestation, thoughts and opinion
landscapes, for overgrazing, urban sprawl, salinification,
example: (ACHGK052) pollution, contamination, monoculture.
 description of the nature Images are selected to identify types of
and extent of landscape land degradation and students will have a
protection across a class discussion on their perception and
range of scales eg feeling of the image. Community links –
locally protected places, Integrating the local
national parks, world Your local council wishes to educate their community to apply
heritage listing M constituents on the causes and effects of knowledge on land
landscape degradation. They have degradation and solutions
enlisted your assistance to develop an for this cause and effect.
educational, yet enjoyable, activity about
one type of land degradation.
1. Divide into six groups. Each group
will choose/be allocated a different
type of land degradation to
illustrate the different forms.
2. The task for each group is to
design an informative web-based
activity on their type of land
degradation, including the
following:
 a working definition of the
chosen type of land
degradation
 an explanation of the
geomorphic processes
relevant to the type of
degradation
 examples of the impact of
human activities on the
land degradation
 a brief case study involving
the type of land
degradation in a specific
environment, within
Australia
 the impacts of the type of
land degradation on the
environment at a variety of
scales
 how individuals, groups,
including Aboriginal and
Torres Strait Islander
Peoples and governments
are managing or partially
managing the situation to
protect the environment.
Lesson 3 Science/Geography Outcome:
relates the structure and
function of living things to their
classification, survival and
reproduction SC4-14LW
Content: Additional Content
Students:
 discuss how the
observations and
understanding of the
structure, function and
life cycles of native
plants are used by
Aboriginal and Torres
Strait Islander peoples
Outcome: locates and
describes the diverse features
and characteristics of a range
Student will be given a mini-map of the
Royal Botanic Garden and some pictures
of the plants within the site. Students will
be tasked to identify, name, draw and
photograph each plant and place its
location on the map. Students will also Learning Maps – students
attempt to explain the possible uses and place the different plants
function of each plant, using available of the mini-map of the
evidence. Student will develop a method Royal Botanic Garden.
of storing and sharing this information.
Investigate science as means of
explaining phenomena. Show how this
has changed over time due to greater
contact between cultures, ease of
transport and forms of communication. Non-verbal – students
Students will observe the demonstration observe how the
by the indigenous tour guide using the indigenous guide using
plants for different purposes. Explore scientific knowledge to
ways in which Aboriginal people have make native plants
used scientific discovery and application suitable for intended uses.
of natural resources to meet their basic
needs e.g. tea tree as medicine, rocks as
paint, animal grease as barriers to skin
infections, woomeras to increase spear
throwing distance.
Describe the main characteristics of the
major types of plant life of the area and
their species. Create a graphic organiser
of basic human needs. Show how specific
plants found in the vicinity, could be used
to meet these needs.
Discuss with students how the different
forms of land are valued by Aboriginal Community links –
and Torres Strait Islander people and heritage tour will offer the
 of places and environments compare these to other values around the indigenous perspective
GE4-1 world. Why do people value landscapes about the natural
and landforms? landforms and how it is of
Content: Value of landscapes different value their
and landforms Explore the Royal Botanic Garden community and the post-
Students: Sydney specifically on the Aboriginal colonists
 investigate the heritage tour to learn about the diverse
aesthetic, cultural, history and culture of Aboriginal and
spiritual and economic Torres Strait Islander people. Students
value of landscapes and will make notes about the history and first
landforms for people, encounters as a secondary resource.
including Aboriginal and
Torres Strait Islander Students are shown how the land is used
Peoples, for example: in the local area by Aboriginal and Torres
(ACHGK049) Strait Islander people and if there are any
 explanation of the impacts on the land because of human
aesthetic value of interactions, such as erosion.
landscapes and
landforms to culture and The Royal Botanic Garden Sydney
identity Indigenous heritage tour demonstrates
 description of the and explains specific examples of the
cultural and spiritual value of the landform to culture, identity
value of landscapes or and spirituality, and the economic value of
landforms in different the landform locally and nationally.
places VR
 identification of how a
landscape can have
economic value for
different people

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING CONNECTIONS TO 8

OBJECTIVES AND ASSESSMENT WAYS
Lesson 4 History Outcome: identifies and The class will be split into two groups of
describes different contexts, researchers. The first group of students
perspectives and will analyse the Cadi Jam Ora: First
interpretations of the past HT4-
Encounters, the indigenous timeline found
7 within the Royal Botanic Garden and the Groups work together on
stories given by the indigenous guide. two sets of perspectives
Content: Topic 6d: Aboriginal Students sill work in pairs to examine the to create a lateral
and Indigenous Peoples, impact that white people had on the local approach. Groups then
Colonisation and Contact population of indigenous peoples discuss results to produce
History surrounding Sydney harbour. Pairs can a new understanding and
The nature of British also broaden this knowledge with online interpretation of
colonisation of Australia resources conveying the indigenous secondary sources based
Students: perspective. of this new knowledge.
 using a range of
sources, describe some The second group of students will analyse
of the differing their textbook as their secondary source.
experiences of contact Students will interpret the data and record
between Aboriginal and perspectives given by the textbook on the
Torres Strait Islander predominant discourse accepted in the
peoples and non- white person’s perspective. Students will
Aboriginal peoples again deepen this knowledge using online
resources to build reliable data.

Teacher will form a class discussion for

both groups to convey their results giving
specific terminology (Invasion vs
discovery), and record the results on the
whiteboard. Students will then analyse
the possible interferences and bias that
impacts the credibility of each source and
why this is caused.
Lesson 5 Geography Outcome: examines
perspectives of people and
organisations on a range of
geographical issues GE4-4
Content: Value of landscapes
and landforms
Students:
 investigate the
aesthetic, cultural,
spiritual and economic
value of landscapes and
landforms for people,
including Aboriginal and
Torres Strait Islander
Peoples, for example:
(ACHGK049)
 explanation of the
aesthetic value of
landscapes and
landforms to culture and
identity
 description of the
cultural and spiritual
value of landscapes or
landforms in different
places VR
 identification of how a
landscape can have
economic value for
different people
Lesson 6 Science Outcome: relates the structure
and function of living things to
their classification, survival and
reproduction SC4-14LW
Discuss the Dreamtime stories given by
the indigenous guide with the students.
What is similar or different with each
story? What does this tell us about how
Aboriginal and Torres Strait Islander
people value their landscapes? Story sharing – students
Student reflect on their experience at the use the dreamtime stories
site and discuss their connection to the to understand the
site. indigenous connection to
the land and share their
Students research other Dreamtime own experiences
stories of different cultural landforms and
discuss how they explain their formation.
Discuss and distinguish the different
values that people place on land to
Aboriginal and Torres Strait Islander
peoples cultural value. Learning Maps – Student
sketch changes to
Explain how the natural environment has landforms, and use
been changed by human activity. graphic organisers
Construct an annotated field sketch
showing changes made by humans on
the researched landform.
Make a list of the type of people, work
and recreation that may occur in the
Royal Botanic Garden Sydney Indigenous
environment. Students can use graphic
organisers or electronic programs, to
complete their list.
Define and describe human impacts on
ecosystems interpreting the effects
human impacts have on ecosystems and
the effect human activities have on food
 chains and food webs by altering habitats. Land links – The
Content: LW5 Science and A class discussion is integrated to access ecosystem of the Cadigal
technology contribute to finding student’s prior knowledge and thoughts people and their land is
solutions to conserving and with a list created to the effects human explored relating to the
managing sustainable impacts have on ecosystems. invasion of the British
ecosystems colonists. The human
Students: Introduced species and biological control impact on food chains and
d. predict how human presentation displays the British colonists food webs is investigated
activities can affect as an introduced species that invades the considering the effects to
interactions in food Cadigal peoples land and spreads the the habitat.
chains and food webs, smallpox virus. The smallpox vaccine is
including examples from incorporated as the biological control and
Australian land or the relevance of this virus is shown how it
marine ecosystems impacts the non-immune Aboriginal
(ACSSU112) peoples.

Problems and solutions Think-Pair-Share, Deconstruct/

introduced species and biological control
class collaboration. Involves the class
individually labelling problems and
solutions to the effects of people on
ecosystems, specifically food chains and
food webs. Then students pair up and
share their information that is then shared
with the class for collective class
knowledge.
Reconstruct – Think-Pair-
Share and Jigsaw activity
are inquiry-based learning
strategies that
collaborates individual
knowledge of students
and enables scaffolding of
information.

Jigsaw activity of natural, economic and

social effects on ecosystems and
appropriate solutions. In groups of 3 or 4
students are provided with a question
from the three chosen, once each group
has answered their question the groups
collaborates their information to the class
and teaches the other groups the
knowledge of their question selected.
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVES
Lesson 7 History Outcome: locates, selects and
organises information from
sources to develop an historical
inquiry HT4-8
Content: The nature of the
sources for ancient Australia
and what they reveal about
Australia's past in the ancient
period, such as the use of
resources (ACDSEH031)
Students:
 locate and describe a
variety of sources for
ancient Australia, eg
animal and human
remains, tools, middens,
art and stories and sites
related to the Dreaming
 investigate what these
sources reveal about
Australia's ancient past
INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8
ASSESSMENT WAYS
Recap of prior learning (assumed
knowledge), touching on questions such as:
 What are sources?
 What are primary sources?
 How do we know what happened in
the ancient past? Symbols and Images –
 Aboriginal people didn’t leave written students analyse different
records – how do we know about pieces of art at different
Australia’s ancient past? stages around the
Discuss oral traditions and archaeological classroom
evidence.
Students in pairs analyse different forms of
indigenous archaeological evidence found at
the Royal Botanic Garden site that is placed
in different places around the classroom for
students to move to (art, tools, weapons and Learning Maps - Students
stories). Student construct a mind map to construct a mind map to
display information. Students are required to summarise and connect
change partners at intervals, discussing their information from the
answers to the previous section with their different pieces of evidence
new partner, before moving on. In addition,
classroom discussions can be introduced at
various points. This is managed at the
teacher’s discretion.
Use information from the sources to write an
essay on what life was like for Aboriginal
people in ancient Australia, and how they Non-linear – students
used resources. In this, students include an rotate around the room to
explanation of how the information they are analyse the archaeological
providing is known, and justify how the evidence and piece
evidence conveys knowledge about ancient together pieces of

Lesson 8 Science Outcome: explains how scientific
understanding of, and discoveries
about, the properties of elements,
compounds and mixtures relate to
their uses in everyday life SC4-
17CW
Content: Additional content
Students:
 research how a knowledge
of physical properties of
natural materials is used by
Aboriginal and Torres Strait
Islander peoples in
everyday life, eg tools,
weapons, utensils, shelter,
housing or bush medicine
life. evidence to form a new
Students develop three inquiry questions understanding about how
about ancient Australia ancient life in Australia
(who/what/where/when/why)
Students firstly brainstorm ideas individually Non-linear. –
and then when instructed share their ideas think-pair-share
about some of the plants, animals or activity.
materials they have seen on their visit to the Students share
Royal Botanic Garden and how these could ideas that they
have been used by Aboriginal and Torres have come up with and
Strait Islanders of that area. communicate with their
peers and the class.
Investigate the scientific concepts behind the Deconstruct/
construction and development of a spear and Reconstruct –
woomera or spear thrower. Students work in Students
pairs to use iPads and textbooks to research obtain
how these weapons work and the scientific information
principles that are behind them. Students from the
produce a model or illustrated diagram. internet, and then process
this information to make
their own model.
Provide students with a list of materials that
Aboriginal and Torres Strait islander used in Land links –
everyday life and put students into groups to Students explore
research the scientific principles behind these how Aboriginal
different materials and describe them in detail and Torres Strait Islander
(each group gets a different material). Use used resources and their
examples such as soaking seeds and nuts to knowledge to use these in
release toxins, using slightly bent spears to their lives.
improve area of impact on hitting a target.
Students then come back as a class and
share their research with the whole class.

Lesson 9 Geography Outcome: examines perspectives
of people and organisations on a
range of geographical issues GE4-
4 appealing, and that what might appeal to one
Content: Value of landscapes
and landforms
Students:
 investigate the aesthetic,
cultural, spiritual and
economic value of
landscapes and landforms
for people, including
Aboriginal and Torres Strait
Islander Peoples, for
example: (ACHGK049)
 explanation of the aesthetic
value of landscapes and
landforms to culture and
identity
 description of the cultural
and spiritual value of
landscapes or landforms in
different places VR
 identification of how a
landscape can have
Students develop ideas and reasons why
they think these materials were used.
Students draw pictures and create a poster to
share with the class about the particular
material they researched.
After students present their posters with the
class, the whole class discusses how some of
this knowledge that Aboriginal and Torres
Strait islanders have gathered, Is useful for us
today.
Developing awareness, introduce your
students to the concept of 'aesthetics'. Note
that people don't find all landscapes equally
person may not appeal to another. Also note
the subjectivity of such judgements and that Symbols and images –
people apply their own set of criteria when students analyse the
judging the relative appeal of a landscape. different pieces of art and
pictures, and how this
Ask your class why landscape paintings have translates into the different
played an important role in developing our aesthetic and cultural
awareness and appreciation of the world's connections to the land
unique landscapes. Note that landscape and place around Sydney
paintings were the principal means by which harbour
people gained knowledge of the world's
different landscapes before the development
of cameras. Note also that travel was once
the preserve of the very rich.
Research – exploring Indigenous art, ask Land links - Students
your students to conduct a research task analyses the different links
using the Internet to investigate the artistic to the land surrounding the
traditions of Aboriginal and Torres Strait Sydney harbour, by
Islander peoples. Students should look for: observing both forms of art
information on the modes or artistic
expression the techniques and materials used
 economic value for the subject matter of the art and the spiritual
different people basis of the art. They might also like to study
one or more significant Indigenous artists.

Considering early colonial art, ask your

students to study the paintings by early
colonial artists featured in Australian
landscape art. Suggest why these artists
have been criticised for applying European
perspectives and techniques to their artistic
depiction of the Australian landscape. Ask
students to consider, from their perspective,
whether the images are an accurate portrayal
of the Australian landscape?
Considering the Impressionists.

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8
OBJECTIVES ASSESSMENT WAYS
Lesson 10 Science Outcome: relates the structure
and function of living things to their
classification, survival and
reproduction SC4-14LW
Content: LW1 There are
differences within and between
groups of organisms;
classification helps organise
this diversity. (ACSSU111)
Students:
f. explain how the features
of some Australian plants
and animals are
adaptations for survival
and reproduction in their
environment
Teacher will assign groups to analyse native
plants from within the site e.g. Warratah
flower, banksia pod, wattle flower, black boy
stem and a gum nut.
Students will observe the specimen together Deconstruct/reconstruct –
and make initial observations, and the this activity starts with each
teacher will then remove the specimens. group observing a plant,
Then students will split into 3 roles, artist, and deconstructing it in
sculptor and descriptor, and de-construct the varying ways. Groups then
specimen in these 3 ways individually, and use each other data to
record their results on cards. Groups will then determine its physical
reform and analyse each other’s results and characteristics.
use their knowledge and available data to
formulate the physical adaptions the plant
has, to survive and reproduce in their
environment, recording the results on another
card.
The student’s cards then become a resource
and the teacher will mix them up and hand Non-linear – students work
out randomly to students around the in separate groups to
classroom. Students are then tasked to talk to deconstruct the plant.
other students to find all the relevant cards for Students then use the
their plant and discuss its features. information on their cards
to find people containing
Finally, students will use their understanding the same plant
of plant adaptions and investigate in groups,
why the plants used within the farm at the
botanic gardens, brought from overseas by
the first colonists did not survive in Australia’s
climate.