LESSON PLAN DAVID KASS 18567377

PART A: PREPARATION AND STRATEGIES

Year: Year 9 Syllabus section: Activity of Designers

Lesson: 6/10

Unit Name: Shaws Creek: A Bush Classroom: Cultural Resilience through Connection to Place

Aboriginal site: Shaws Creek, Yarramundi, Yellomundee Regional Park

Lesson Topic: Tools and Materials Duration: 60 minutes

Prior knowledge/skills required Resources

Students have learned, in
previous classes in the Unit,
about the archaeological finds on
the Shaws Creek Site.
“Artefacts” from History class and stone samples. These are not actual samples from the
Shaws Creek site, but examples of the same stone.
Hooper, Shaun. (2001). Description of the Aboriginal Cultural Heritage of Yellomundee
Regional Park. Report prepared for A.J. Morrison and Associates pty. Ltd.

Websites:

https://aiatsis.gov.au/collections
https://aiatsis.gov.au/collections/using-collection/search-collection
http://www.nma.gov.au/exhibitions/first_australians/upper_gallery_stories_slideshow
https://aiatsis.gov.au/exhibitions/living-off-our-waters
https://australianmuseum.net.au/fishhooks-bera
https://australianmuseum.net.au/fishing-spears-callarr-mooting

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

Supported self-direction is utilised in the group tasks in which students are
2.5 Students’ self-regulation searching for examples online.

The content of this lesson flows on from the previous lesson in History and prefaces
3.3 Knowledge integration the coming lesson in which students will be cooking Aboriginal food.
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PART B: SEQUENCE OF ACTIVITIES IN LESSON

Syllabus outcomes:
5.2.1 evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments
5.3.1 analyses the work and responsibilities of designers and the factors affecting their work

Students learn to: Students learn about:

• examine and describe the work of past and current designers
across a range of settings and from a range of focus areas of design
• recognise trends of designed solutions in history and across
contemporary cultures
• identify creativity and problem-solving techniques used by
designers in their work
The work of past and current designers across a range of
settings
• cultural
• historical
• contemporary, including Aboriginal and Torres Strait
Islanders and other Indigenous peoples and the
contributions of males and females to design industries

Trends in technology and design

• in history
• across contemporary cultures
Timing Lesson content Student activity 8 ways link
Students enter the workshop and find samples of stones from Shaws Creek on benches
5 Mins Class Commences (chert, quartz, basalt, porphyry and quartzite are noted as the stones used for
toolmaking in Hooper (2001), p. 15).

Teacher to greet the class and mark the roll.

Teacher to ask the class if they recognise any of the stones on the benches from the
10 mins Connection to previous lesson in which they “discovered” artefacts on an artificial dig site.
Previous Learning
and Categorisation Students are also asked if they remember what tools were made from these stones
of Samples and if they can think of others that might be made from them. The teacher begins
drawing a mindmap on the whiteboard of different tools and their materials.

15 mins Categorisation of Handling of stones and creation of mindmap to continue.

Samples
20 Mins The teacher reads the class the story from the end of Hooper (2001), p. 19; Shaws
Story Activity Creek Story and students are asked to write down every reference they hear to tools,
what they are made from and how they are used.

Particular note is to be taken where the story has characters making tools and the
processes used.

Teacher finishes reading the story to the class and the class are given some time to
25 Mins Story Activity rationalise their notes if required.

30 Mins Together, the class adds all the tools mentioned in the story to the mindmap on the
Mindmap whiteboard, including tools used to manufacture other tools. Extra branches for how
tools are made and the processes used here.

The finished mindmap will note every tool, what it is used for, the manner in which it is
made, and all other tools that are used in the process of making each tool.

35 mins The mindmap is to be expanded to include any other tools students can think of which
Mindmap might have been made using the materials on the site and used there.

40 mins The teacher will divide the class into three groups which will be working on activities to
Group Work on do with Hunting and fishing, gathering plants and food preparation, respectively.
Tool Research
The teacher can choose these groups based on which students will be the most
enthusiastic about which activity, or they can be divided based on age and gender, like
the familial roles in the story, if appropriate. These groups can also be decided upon
before class commences.
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Each group will be tasked with creating an illustrated digital exhaustive list of the tools
required for their assigned roles if they were to take on the roles from the story. They
are to use computers in the workshop, BYO devices or laptops reserved for the class by
the teacher to search for picture example of each of their listed tools and make an
illustrated list

Teacher is to instruct students to use these websites and guide students to the right
pages on these websites as necessary:

https://aiatsis.gov.au/collections
https://aiatsis.gov.au/collections/using-collection/search-collection
http://www.nma.gov.au/exhibitions/first_australians/upper_gallery_stories_slideshow

There are also an abundance of resources on fishing on these pages:

https://aiatsis.gov.au/exhibitions/living-off-our-waters
https://australianmuseum.net.au/fishhooks-bera
https://australianmuseum.net.au/fishing-spears-callarr-mooting

Students should not be directed to these sites immediately, but rather encouraged to
find them on their own and only explicitly directed to them if necessary.

45 Mins Teacher helps each group with their lists. Groups will be able to get on track quickly,
Group Work because most examples will already be in the mindmap on the whiteboard. Specific
Continues teacher guidance is to be provided as required.

50 Mins Group Work Teacher provides guidance for each group as required.
Continues
55 mins Teacher will get one group to present their work briefly to the rest of the class, unless
Group Work groups are pressed for time, in which case, work continues.
Conclusion
60 Mins Activity is wrapped up and students’ Group work is submitted in digital format.
Conclusion of
Lesson and Links Teacher explains to the class that, in the following lesson, we will be making the same
to Future Learning food the family in the story makes. Although food safety requires the use of modern
utensils, utensils that are similar in shape and size, etc. to the aboriginal counterparts
Dismissal will be selected for the class to use in order to enhance the experience and every step
in the recipes will make reference to the traditional tools that may have been used for
the steps in question.

Teacher dismisses students.

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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
5.2.1 evaluates and explains the impact of Students’ group work is collected by the teacher and the mindmap created together
past, current and emerging technologies as a class is recorded in photograph form.
on the individual, society and
environments

5.3.1 analyses the work and Students’ group work is collected by the teacher and the mindmap created together
responsibilities of designers and the as a class is recorded in photograph form.
factors affecting their work

Links to next lesson

This lesson leads on to the lesson in which students will be cooking the same meal that the characters in the story in Hooper
(2001) make, by having students identify all the tools used in gathering and preparation of food.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
2.4. Understand and respect Aboriginal Teaching the Activity of Designers component of the Design and Technology Syllabus
and Torres Strait Islander people to with reference to Aboriginal technology acknowledges the value of Aboriginal
promote reconciliation between knowledge.
Indigenous and non-Indigenous
Australians

3.2. Plan, structure and sequence learning Sequence of the Unit of work has been carefully devised and this lesson follows on
programs from previous learning and scaffolds future learning in the Unit of Work.

WHS considerations
When children are working with computers, they are not to have food or drink near them.
Cables for electronic devices are to be managed such that they are not trip hazards.
Regular systems remain in place for the maintenance of electronic devices, preventing hazards.
Students do not use any tools from the workshop this lesson.

References

Hooper, Shaun. (2001). Description of the Aboriginal Cultural Heritage of Yellomundee Regional Park. Report prepared for A.J.
Morrison and Associates pty. Ltd.

Websites:

https://aiatsis.gov.au/collections
https://aiatsis.gov.au/collections/using-collection/search-collection
http://www.nma.gov.au/exhibitions/first_australians/upper_gallery_stories_slideshow
https://aiatsis.gov.au/exhibitions/living-off-our-waters
https://australianmuseum.net.au/fishhooks-bera
https://australianmuseum.net.au/fishing-spears-callarr-mooting

Casual teacher Notes:

Support can be sought from teachers teaching other subjects as part of the same Unit.

Resources to support this Lesson

“Artefacts” from History class and stone samples. These are not actual samples from the Shaws Creek site, but examples of the
same stone.