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PART A: PREPARATION AND STRATEGIES

Year: Syllabus section: The Ancient to the Modern World
8 (Stage 4)

Lesson 1/10

Unit Name: Depth Study 6: Expanding Contacts

Aboriginal site: The Royal Botanic Garden, Sydney (Aboriginal Heritage Tour)

Lesson Topic: Aboriginal and Indigenous Peoples, Colonisation and Contact History Duration: 60 minutes

Prior knowledge/skills Resources (Attach classroom ready resources/worksheets students will be using,
required including relevant pages from textbooks)

Understanding of: - PowerPoint Slides with images from the excursion

- who the Indigenous
- A3 Sheets of Paper provided to students
people were
- colonisation

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 Paired activity ensures all students are working with a partner, both need to
work together in order to complete the task.

Hands-on activity requires every student to create a model of a chosen plant

used by the Indigenous group at the time. This is an individual task.

3.2 Cultural Knowledge Students utilise information learnt about Indigenous groups from the field
trip into the activities they do.

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PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)

Describes major periods of historical time and sequences events, people and societies from the past HT4-2

Students learn to: describe the main features of the Students learn about: The nature of colonisation of one
chosen Indigenous culture prior to colonisation Indigenous community such as North America, the
Pacific region, China, Africa, South-east Asia or South
Asia

Timing Lesson content Student activity 8 ways link

5 Mins
Students enter classroom
and settle down. Teacher
marks the roll.

Think Pair Share Activity

25
mins Acknowledgment of the
Cadigal as the traditional
owners of the land visited
(Royal Botanic Gardens)
Students take out the
notes and information
gathered on the trip to do
this activity.
Teacher puts up
PowerPoint display of
some of the images taken
on the trip.
Students then:
Students form into pairs and
identify the different ways the Land Links
plants were used by the Indigenous
group. How did the Indigenous
people live off the land, what did
the plants provide for them? how
did it help them to survive prior to
colonisation?
Students create mapped
illustrations

- Identify the
plants/features shown
on the slide
- List the features of the
plant (students can use
what they remember
from the field trip as
well as their notes)
- List the ways the
specific plant/water
source was used by the
Indigenous people,
prior to colonisation.

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- What uses did they

have for it?
- Is there something you
can identify with the
Learning Maps
Indigenous use of the
plant that we have in
our present day?
Students work on the task
individually then pair up to
combine their information.

Students work together to

create maps which
illustrate/label the
information onto A3 paper
provided to them. Each
pair is to map out what
they have learnt on the
trip. The ways each
plant/resource provided
for the Indigenous people
prior to colonisation and
the factors that changed
after colonisation.

Completed student maps

will be displayed on the
classroom walls.

Teacher is to monitor
students as they create
their maps, to ensure they
are on the right track and
assist where needed.

20
mins Hands- on Activity
Students are provided with
materials set up at the
front of the class;
cardboard, felt material,
coloured paper, straws,
glue sticks, sticky tape and
scissors.
Students use the materials
provided to create a model of a Deconstruct – Reconstruct
chosen plant from the site.
Students write a small paragraph
explaining what benefits this plant
would give if utilised in the 21st
century.

Students are to individually

re-create one of the plants
from the excursion. (This
may be a plant on the
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PowerPoint Images or be
any other plant from the
excursion – students can
check through their notes
and confirm with the
teacher prior to creating
their model)

Students also write a short

paragraph explaining why
they have chosen this
particular plant and how
they would make use of it
in the present time period.

The completed plant

models will be displayed in
a section of the classroom
with the title “Our Botanic
Garden” as a
representation of the field
trip.

10
mins Reflection
Students contribute to reflection on
Teacher creates a mind the board.
map on the board with the
heading “Royal Botanic
Gardens” in a bubble.

Whiteboard markers
available for students to
share. Each student adds to
the board one thing they
learnt on this excursion. It
can be a fact they did not
know previously or it can
be a specific feature about
the site.

This will provide a

reflection of the field trip
along with the previous
activities, ensuring all
students have learnt
something. Teacher is to
ensure every single student
contributes to the
whiteboard.
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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
The lifestyle of the Indigenous society:
Describes major periods of historical Teacher to check each pair’s illustrated map ensuring that the students have
time and sequences events, people the correct details/information written.
and societies from the past HT4-2
The class reflection on the whiteboard will also show teachers what students
have learnt from the field trip and previous class activities.
Links to next lesson

In this lesson students gain an understanding into the lifestyle of Aboriginal And Torres Strait Islander people prior to
colonisation. It provides background knowledge to students as in the next lesson students will look at in more detail
how and why colonisation occurred.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson

1.4 Strategies for teaching Aboriginal
and Torres Strait Islander Students
Aspects of the 8 way framework for Aboriginal Pedagogy is utilised into this
lesson, taking into consideration the learning styles best suited for
Aboriginal and Torres Strait Islander students.
Students acknowledge the Cadigal as the owners of the land of the Botanical
Gardens.

2.4 Understand and respect
Aboriginal and Torres
Strait Islander people to
promote reconciliation
between Indigenous
and non-Indigenous
Australians
The activities give students an insight into the life of Aboriginal and Torres
Strait Islander groups prior to colonisation. Understanding the lifestyle and
their relationship with the natural environment provides for non-Aboriginal
students a sense of respect and understanding for the life of the Cadigal and
their self-sufficiency before colonisation.
Teacher ensures that students are respectful of the Indigenous culture being
studied.

WHS considerations

Teachers should ensure students practice the safe use of scissors with themselves and for those around them in the
hands – on activity.

References

Brief Answer Sheet for teacher (PowerPoint Activity) Information collected from the Aboriginal Heritage Tour at the
Royal Botanic Gardens.

Grass Tree : Has nectar inside it (sweet), has a crunchy inside which can be eaten (similar to a granny smith apple),
The stalk has soft wood on the inside which can be used for fishing (it is lightweight so is easy to use, can float on
water), the trunk of the tree can be extracted for its resin (used as a glue for assembling spears, weapons and other
equipment).

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Lemon Myrtle: Leaves smell strongly of lemon, very useful as a medicine (used in the form of a tea, boiling water and
myrtle leaves). Also good for treating sore throats, head colds, sinus and flu (the Aboriginal and Torres Strait Islander
people were not exposed to the flu until the settlers arrived). Could also be used as a deodorant.
Paper-bark Tree: Also known as the Melaleuka Tree. Its leaves can be extracted for Tea tree oil medication. The
paper bark tree has a soft leathery feel with thin paper like bark, hence the name. Its bark layers can be peeled off
and used as blankets. It is also used as flooring of shelters and huts. It bark can also be used as a body insulator and
as a band aid.

Wattle: Wattle seeds used to flavour bread (mixing of grains). The leaves of the wattle can be stripped and rolled
into a ball, add water and rub, turning it into soap. Useful for treating skin conditions and used to bathe/wash with.
Also helped kill the fish when used in a river/lake, the Cadigal people would wash with these leaves in the river,
which would also cause the surrounding fish to die and float on the surface, thus making it easier for them to catch.

Freshwater: The Cadigal had access to both freshwater and saltwater streams. The freshwater was used for drinking
and bathing. Once the settlers arrived, the freshwater stream turned into a sewerage stream. The settlers and the
Cadigal had to travel long distances to find fresh, drinkable water.

Shelter (Gunya): Was made out of wood of the Paper-bark tree and other trees. It was used as a shelter, the specific
one in the image is a summer shelter. The wood used in it is very strong and can survive strong weather conditions.
In winter, bark sheets from the paper-bark tree as well as animal skins are added to provide more coverage to the
hut.

Gum Tree: It is a Koala habitat. Its trunk was ideal for canoe making, however the trunk must have had a bend in it in
order to make the canoe. The preferred time for canoe making was in the morning when the trunk would still be
moist, as opposed to later in the day when it would become dried out and hard.

Kangaroo Grass: Used as grain to make bread. The Cadigal people also practiced the mixing of various grains for
flavour.

Snake Whistle: The leaves of this plant were used for survival. They have a hollow point on the end, when blown
through create a whistling noise. It was supposedly used to keep snakes away. Was also used by children, if they
were separated from their parents while hunting etc. either parent or child could blow the whistle to let the others
know where they were.

Casual teacher Notes:

The TPS activity requires students to work in pairs to create their maps. Students are to work individually to obtain
the information required in the PPT and work together to display it in their learning maps.

The Hands on Activity allows students to reconstruct a chosen plant in order to gain a new perspective on its uses
and the way the Aboriginal and Torres Strait Islander people utilised it. Gives students the opportunity to create their
own model and interpretation. Teacher should ensure each student is working on this task individually. Completed
models will form a representation of the field trip using students’ models.

Community Consultation or Protocols to be considered.

Teacher should ensure for students to be aware of acknowledging the Cadigal as the custodians of the land of the
Botanical Gardens. Students should also be respectful and mindful of the Indigenous culture when working on
activities.

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Resources to support this Lesson

PowerPoint Slides with Images (Created by Teacher):

Slide 1

Slide 2

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Slide 3

Slide 4

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Slide 5

Slide 6

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Slide 7

Slide 8

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Slide 9

Slide 10

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Slide 11

Sample of class reflection activity (an example of what the class reflection on the whiteboard would look like)

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