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102085 – ACRP ASSIGNMENT 2 – TEAM THE RAINBOW CONSTELLATION – UNIT OUTLINE

Group Member Lesson Plan Outline curriculum area covered and link to your site

Ronald Har

177154437/10

This science lesson teaches students about the rock and land formations created by natural

weathering processes at Ku-Ring-Gai Chase National Park, and how the Guringai people used these

natural formations for a variety of different purposes. The lesson teaches the fundamental

mechanics about how weathering and erosion occur. The lesson also teaches students about how

certain rock formations were used by Guringai people, such as an alcove functioning as a Midden;

providing temporary shelter; and for rock art hand stencils. Students are to then answer questions

and predict hypothetical situations based on the concepts of weathering and erosion they learned

throughout the lesson.

Katie King

164950214/10

This lesson introduces students to native Australian plants found in Ku-Ring-Gai Chase National

Park and used by Guringai people. The teacher creates a narrative of Aboriginal life in Ku-Ring-Gai

Chase National Park by detailing uses of plants such as Banksias, grasstrees and Burrawangs.

Students thereby gain an appreciation of Aboriginal culture and an understanding of historical and

native innovations. The lesson also teaches students the importance of classification to the scientific

community and a method of classification known as a dichotomous key. Students subsequently

apply their knowledge to create a dichotomous key using plants located at Ku-Ring-Gai Chase

National Park.

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Melissa Ren

176235753/10

This history lesson focuses on exploring the Ancient past of Australia through investigating the

Guringai mob heritage site, Ku-Ring-Gai Chase National Park. Students are introduced to Dadirri

which is a Aboriginal way to communicate with the environment. Students experience the living

environment of the Guringai mob as they are taking the virtual tour to Ku-Ring-Gai Chase National

Park. In this lesson, the teacher deconstructs a Dadirri video into detail, and then analyses and

interprets it subjectively. Students search and identify sources online and establish a general living

model of the Guringai people in the past under teacher scaffolding.

Kirra Stuart

177168956/10

This Visual Arts lesson allows students to explore the artistic practices of Guringai people local to

Ku-Ring-Gai Chase National Park. Students are introduced to rock engravings, cave art and native

Australian plants and minerals which were once used by Guringai people. The lesson also allows

students to create art using these natural, historical methods, tools and mediums. Through this topic,

the teacher provides a framework through which students learn about Aboriginal art appropriation

in the contemporary world, and desecration of sacred land through ‘western interventions’ such as

infrastructure, graffiti and pollution.

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Unit Outline: Ku-Ring-Gai LifeUnit description Resources

In this unit, students investigate the cultural significance of Ku-Ring-Gai Chase National Park.

Through the Key Learning Areas of English, History, Science and Visual Arts, students gain a

deeper understanding and appreciation of Aboriginal people and connection to land. Students

explore Aboriginal ways of living, such as poetry, artistic practices, and scientific innovations.

Additionally, students also investigate and critique the impact of colonialism on Aboriginal

people, with specific reference to the Guringai people of Ku-Ring-Gai Chase National Park.

English: The concept explored in both lessons focuses on the impact of colonisation and

urbanisation of Aboriginal land through analysing Aboriginal poetry and creating poetry of their

own. Students explore an Aboriginal poem by Oodgeroo Noonuccal and make connections to

the above concept. Essentially, students create poetry that embraces land and comments on its

destruction caused by pollution and urbanisation.

History: The main concept of this unit revolves around empathetic understanding. Students

learn to understand other people’s point of view and way of life, specifically through

investigating Aboriginal heritage. Students explore Ku-Ring-Gai Chase National Park via a

Teacher:

● Class rolls

● Laptop

● Whiteboard

● Whiteboard markers

● PowerPoint presentations

● Projector

● Projector cables

● Laptop

Student:

● Computers/iPads

● VAPD (Visual Arts)

● Notebook

● Stationary

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virtual tour and examine an Aboriginal occupation site (“Midden”). Students gain understanding

on the effects of colonisation by studying European invasion.

Language (Chinese): Aboriginal have a strong connection to land, similar to Chinese. There are

a range of phrases and idioms in Chinese that can be used to express the connection to land.

Students enhance their understanding of Aboriginal connection to land by examining these

phrases and learning Aboriginal poems in Chinese.

Science: Aboriginal people’s connection to land is explored through uses of native Australian

plant life and the significance of land formations. Effects of colonisation are explored through

the impact of introduced species and disease on isolated environments. Students develop

scientific skills and critical thinking throughout.

Visual Arts: Through the exploration of natural materials and tools used by Aboriginal

communities to create artwork, students investigate techniques such as stencilling and

engraving. Specifically, students explore art making processes by engaging with materials and

tools native to Ku-Ring-Gai Chase National Park.

Time allocation: 10 x 60-minute lessons

Online:

● Virtual tour:

https://www.google.com.au/maps/plac

e/West+Head+Lookout/@-

33.5792273,151.3070513,17z/data=!

3m1!4b1!4m5!3m4!

1s0x6b0d4d5c61f2475b:0x139c486b1

6146a87!8m2!3d-33.5792318!

4d151.3092453

Physical:

● 30x Weathering and erosion

information sheet

● 30x Weathering and erosion question

sheet

● 30x Weathering and erosion link to

Aboriginal people worksheet

● ‘Aboriginal Art’ PowerPoint

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2 x English

2x History

1 x Language

4 x Science

1 x Visual Arts

● 30x ‘Analysing Artworks’ Organiser

● 30x ‘Western Art & Aboriginal Art’

Organiser

● Selection of Native Australian Flora

● 30x Clay Slabs (8cm diameter)

● 30x Approved History reading

material

● 10 x Butchers paper

● 30 x Markers

● 2 x banksia photograph

● 2 x fern photograph

● 2 x grasstree photograph

● 2 x smooth-barked apple tree

photograph

Targeted OutcomesEnglish:

EN4-1A - responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN4-4B - makes effective language choices to creatively shape meaning with accuracy, clarity and coherence.

EN4-7D - demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

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EN4-8D - identifies, considers and appreciates cultural expression in texts.

History:

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

HT4-5 - identifies the meaning, purpose and context of historical sources.

HT4-6 - uses evidence from sources to support historical narratives and explanations.

HT4-7 - identifies and describes different contexts, perspectives and interpretations of the past

Language (Chinese):

4.MLC.1 - demonstrates understanding of the importance of appropriate use of language in diverse contexts.

4.MBC.1 - demonstrates understanding of the interdependence of language and culture.

Science:

ES1 b - relate the formation of a range of landforms to physical and chemical weathering, erosion

and deposition

LW1 a - identify reasons for classifying living things

LW1 b - classify a variety of living things based on similarities and differences in structural features

LW4 b - recount how evidence from a scientific discovery has changed understanding and contributed to solving a real world problem, eg

animal or plant disease, hygiene, food preservation, sewage treatment or biotechnology

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7

LW5 a - construct and interpret food chains and food webs, including examples from Australian ecosystems

LW5 b - describe interactions between organisms in food chains and food webs, including producers, consumers and decomposers

Visual Arts:

Art making

4.4 - recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual art.

Critical and Historical Studies

4.8 - explores the function of and relationships between artist – artwork – world – audience.

AITSL Professional Standards for Teachers

Standard 1 – Professional knowledge

1.2 Understand how students learn

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of the students across

the full range of abilities.

Standard 2 – Know content and how to teach it

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous

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Australians

Standard 3 - Plan for and implement effective teaching and learning

3.2 Plan, structure and sequence learning program

3.3 Use teaching strategies

3.4 Select and use resources

Standard 5 - Assess, provide feedback and report on student learning

5.1 Assess student learning

Standard 6 - Engage in professional learning

6.4 Apply professional learning and improve student learning

General capabilities and cross-curriculum priorities

Cross curriculum priorities:

● Aboriginal and Torres Strait Islander histories and cultures

● Sustainability

General capabilities:

● Critical and creative thinking

● Environment

● Ethical understanding

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● Information and communication technology capability

● Intercultural understanding

● Literacy

● Numeracy

● Personal and social capability

Other learning across the curriculum areas:

● Difference and diversity

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Syllabus

Objectives

Key outcomes/content Integrated teaching, learning and

assessment

Connection to 8

ways

Lesson

One

English

Stage 4

EN4-4B

makes effective

language choices

to creatively

shape meaning

with accuracy,

clarity and

coherence

EN4-8D

identifies,

considers and

~ recognise and appreciate the

ways a wide range of texts

communicate by using effective

language choices

~ consider the ways culture and

personal experience position

readers and viewers and influence

responses to and composition of

Overview

Students are introduced to Aboriginal people’s

connection to land by watching and listening to

interviews of Aboriginal people on YouTube.

Through this lesson, students understand the impact

of colonialism on land and are shown examples

through images collected from Ku-Ring-Gai Chase

National Park, with specific focus on an Aboriginal

Occupation Site disrespected using graffiti and

littering. To accompany these images, students

collaboratively read through Oodgeroo Noonuccal’s

poem We Are Going and complete a DARTs

(Directed Activity Related to Texts) activity to

make meaning and connections to the lessons theme

of colonial impacts on land and Aboriginal culture.

Deconstruct/

reconstruct

Land links

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appreciates

cultural

expression in

texts

texts

~ explore the ways that ideas and

viewpoints in literary texts drawn

from different historical, social

and cultural contexts may reflect

or challenge the values of

individuals and groups

Assessment

Informally collected through class discussion,

completed deconstructions of the poem in

workbook, and interactions with other peers. By the

end of the lesson, students will have demonstrated

knowledge of word choice to create meaning. When

creating links to colonialism, students will

demonstrate critical understanding of poetry as

commentary and political statements.

AITSL Standards

1.4 Strategies for teaching Aboriginal and Torres

Strait Islander students, and


General capabilities and cross-curriculum

priorities

Literacy

Aboriginal and Torres Strait Islander Histories and

Cultures

Intercultural Understanding

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Sustainability

Lesson

Two

English

Stage 4

EN4-1A

responds to and

composes texts

for understanding,

interpretation,

critical analysis,

imaginative

expression and

pleasure

EN4-7D

demonstrates

understanding of

~ consider and analyse the ways

their own experience affects their

responses to texts

~ experiment with language forms

and features to compose texts for

pleasure and enjoyment

~ compare and contrast texts that

present alternative views of their

own world

~ analyse how combinations of

Overview

Students understand how creative writing can be

enhanced by using the senses (sight, smell, sound,

taste, aural) as description. Students listen to pre-

invasion and post-invasion Aboriginal sound

poetry. Using audio and visual recordings from Ku-

Ring-Gai Chase National Park, students make

meaning of word choice and knowledge of colonial

impact on land by creating a short 5 line sensory

poem. Students understand how descriptive word

choice manifests imagery. Students use collected

knowledge to create a second sensory poem that

comments on the colonial impact (littering,

pollution) in their community.

Assessment

Informally collected through scanning of classroom

for student participation and discussion. Formally

Story sharing

Community links

Non-verbal

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how texts can

express aspects of

their broadening

world and their

relationships

within it

words, sound and images can

create particular perspectives of

the same event or issue such as

environmental sustainability

~ respond to and compose

sustained texts in an increasingly

wide range of forms that reflect

their broadening world and their

relationships within it

collected through completed poem that comments

on land in a satirical, literal, or ironic manner. By

the end of the lesson, students will have evidence of

composing expressions of meaning making through

Aboriginal poetry and Ku-Ring-Gai stimulus.

AITSL Standards


Strait Islander students, and



priorities

Literacy

Environment

Aboriginal and Torres Strait Islander histories and

culture

Intercultural understanding

Sustainability

Lesson

Three

History

Stage 4

Overview

Students are introduced to the concept of Dadirri, a Deconstruct/

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Investigating the

ancient past

HT4-5 identifies

the meaning,

purpose and

context of

historical sources

HT4-6 uses

evidence from

sources to support

historical

narratives and

explanations

~ identifies the meaning, purpose

and context of historical sources

~ interpret the historical sources to

useful information which can be

used to build up a living model

~ narrative your living model to

other students in the group

cohesively

~ use sources to support your

living model and explain to your

peer

traditional Aboriginal way of connecting to land.

The virtual tour of Ku-Ring-Gai Chase National

Park offers students the chance to experience the

environment of Guringai people. In this lesson, a

Dadirri video is deconstructed and analysed by

students to gain an understanding of Guringai

peoples’ way of living in the past.

Assessment

The teacher collects data of student performance

during self-research and group discussion. The

teacher records student self-regulation abilities,

information processing abilities and expression

abilities. In the end of this lesson, students should

have a clear idea of Aboriginal daily life in the past,

and demonstrate it in their homework.

AITSL Standards

1.4 strategies for teaching Aboriginal and Torres

Strait Islander students

2.4 Understand and respect Aboriginal and Torres

Reconstruct

Story Sharing

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Strait Islander people to promote reconciliation

between Indigenous and non-Indigenous

Australians


priorities

Literacy

Critical and creative thinking

Information and communication technology

Lesson

Four

Science

Stage 4

Living World

LW1 There are

differences within

and between

groups of

organisms;

classification

helps organise

Students:

a. Identify reasons for classifying

living things

b. Classify a variety of living

things based on similarities and

differences in structural features

Overview

Students are instructed in the use of native

Australian plants by Gurangai people of Ku-Ring-

Gai Chase National Park. Students explore the field

of taxonomy by defining classification and learn the

importance and reasons to classify organisms in

science. Students develop skills to observe

differentiation between species and ways to

articulate these distinctions by creating a

dichotomous key of native Australian plants found

at Ku-Ring-Gai Chase National Park.

Story sharing

Land links

Deconstruct/

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this diversity. Assessment

Students are to create a dichotomous key to classify

native Australian plants found in Ku-Ring-Gai

Chase National Park and used by Gurgingai people.

Students then swap their dichotomous key with

another group and attempt to identify a plant

assigned to them by the teacher. Assessment is

conducted informally at both stages of the activity.

AITSL Standards







Australians


5.1 Assess student learning

6.4 Apply professional learning and improve

reconstruct

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student learning


priorities


cultures


Information and communication technology

capability


Literacy

Personal and social capability

Difference and diversity

Lesson

Five

Language

Stage 4

4.MLC.1

demonstrates

understanding of

the importance of

~ find out other Chinese phrases

which share similar meaning with

the phrases which is used in the

poem

Overview

In this lesson, students are introduced to an

Aboriginal poem “Mother Earth” in Chinese

translation which express their connection to land.

Students explore this connectedness to land and

identify different phrases which have similar

meanings and explain the appropriate use of phrases

Land links

Symbols & Images

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appropriate use of

language in

diverse contexts

4.MBC.1

demonstrates

understanding of

the

interdependence

of language and

culture.

~ distinguish the tiny differences

between phrases and identify the

appropriate use of language in the

poem

~ identify some special phrases

and idiom which express people’s

connection to land.

in the poem. Students use Chinese words and

phrases to describe Aboriginal engravings in Ku-

Ring-Gai Chase National park.

Assessment

Teacher accumulates student knowledge data from

their performance in the classroom activities.

AITSL Standards

1.2 Understand how students learn




Australians



priorities


cultures

Literacy


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19

Lesson

Six

Visual Arts

Stage 4

Stage 4:

Artmaking

4.4 recognises and

uses aspects of the

world as

a source of ideas,

concepts and

subject matter in

the visual arts

Stage 4: Critical

and Historical

Studies

4.8 explores the

function of and

relationships

~ the world as the source of ideas

and concepts to make art

~ how the world can be interpreted

in art and the ways in which ideas

are represented

~ belief, value and meaning about

artworks from the cultural frame

~ explore and seek to explain the

artistic practices of selected

artists/groups of artists identifying

conventions and procedures

Overview

Students investigate land art created by the Guringai

people of Ku-Ring-Gai Chase National Park and

explore natural materials and tools that are native to

this area. Students explore Aboriginal art and make

comparisons to Western art. Students are introduced

to western influence on Aboriginal Art, specifically

art appropriation and desecration.

Assessment

Informal assessment conducted through scanning of

student understanding, completed activities within

VAPD and exit slip submitted to teacher.

Interaction in group discussions demonstrates

engagement with the topic.

AITSL Standards

2.1 Content and teaching strategies of the teaching

area



Deconstruct/

Reconstruct

Land Links

Community Links

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between the artist

– artwork – world

– audience


Australians

3.3 Use teaching strategies


priorities

Environment

Sustainability

Aboriginal and Torres Strait Islander Histories and

cultures

Learning Maps

Non-Verbal

Symbols and Images

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Lesson

Seven

Science

Stage 4

Earth and Space

ES1 Sedimentary,

igneous and

metamorphic

rocks contain

minerals and are

formed by

processes that

occur within

Earth over a

variety of

timescales

Students:

b. Relate the formation of a range

of landforms to physical and

chemical weathering, erosion and

deposition

Overview

Students will learn about the natural processes of

weathering and erosion and how these processes

create unique landforms. Students will then also

learn about the uses of these landforms by Guringai

people, with particular reference to the structures

seen at Ku-Ring-Gai Chase National Park, and how

the land has played an essential part of Aboriginal

life.

Assessment

Formative assessment of students’ understanding of

the process of weathering and erosion. This is

achieved when the students answer questions on

their initial understanding of weathering and

erosion at the beginning of the lesson, and their

understanding of it when discussing the answers to

the question worksheet towards the end of the

lesson.

AITSL Standards

Symbols and Images

Deconstruct/

Reconstruct

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1.5 Demonstrate knowledge and understanding of

strategies for differentiating teaching to meet the

specific learning needs of the students across the

full range of abilities.

2.4 Demonstrate broad knowledge of,

understanding of and respect for Aboriginal and

Torres Strait Islander histories, cultures and

languages.


priorities


cultures


Literacy


Lesson

Eight

History

Stage 4

Aboriginal and

Indigenous

Overview

Students are introduced to Aboriginal perspectives

of contact history from a Guringai Midden.

Students learn different meanings of January 26th

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Peoples,

Colonisation and

Contact History

HT4-2 describes

major periods of

historical time

and sequences

events, people and

societies from the

past.

HT4-7 identifies

and describes

different contexts,

perspectives and

interpretations of

the past

~ narratives contact history of

Australia in a perspective of

Aboriginal people.

~ describes the impact of

European colonisation to Guringai

Aboriginal community.

~ distinguishes definitions of

invasion, occupation, colonisation

and settlement.

~ compare different expressions in

material in perspectives from

Aboriginal and non-Aboriginal

people.

towards Aboriginal and non-Aboriginal people.

Students learn the impact of European invasion

through reading approved history materials of

Guringai history. Both Aboriginal students and non-

Aboriginal students exchange their thoughts about

contact history. In this lesson, students learn

transpositional consideration. The teacher clearly

distinguishes the definition of invasion, occupation,

colonisation and settlement.

Assessment

The teacher assesses student reading and

comprehension abilities through classroom activity.

The teacher collects data of student performance,

intercultural understanding and communication

skills during discussions.

AITSL Standards

2.4 Demonstrate broad knowledge of,

understanding of and respect for Aboriginal and

Torres Strait Islander histories, cultures and

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languages.

3.2 Plan, structure and sequence learning program



priorities

Literacy



Lesson

Nine

Science

Stage 4

LW4 Scientific

knowledge

changes as new

evidence becomes

available, and

some scientific

discoveries have

significantly

Students:

b. Recount how evidence from a

scientific discovery has changed

understanding and contributed to

solving a real world problem, eg

animal or plant disease, hygiene,

food preservation, sewage

treatment or biotechnology

Overview

Students are introduced to the concept of introduced

species and possible impacts to humans in a

previously isolated environment. Students

subsequently recall prior knowledge regarding

micro-organisms, and study introduced species in

reference to the introduced micro-organism causing

smallpox. Students then discuss the effects of

introduced smallpox to Guringai people and relate

this to the scientific discovery of vaccinations (i.e.

how vaccinations eradicated smallpox).

Story sharing

Non-linear

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changed people’s

understanding of

the world.

Assessment

Students are informally assessed on understanding

of introduced species, including disease, and

impacts this process can have on isolated

environments. Students are also informally assessed

on their performance during practical aspect of the

lesson and connections to Aboriginal heritage.

AITSL Standards






Australians



priorities


cultures

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26

Ethical understanding


Literacy


Difference and diversity

Lesson

Ten

Science

Stage 4

LW5 Science and

technology

contribute to

finding solutions

to conserving and

managing

sustainable

ecosystems

Students:

a. Construct and interpret food

chains and food webs, including

examples from Australian

ecosystems

b. Describe interactions between

organisms in food chains and food

webs, including producers,

consumers and decomposers

Overview

This lesson furthers the notion of introduced species

from the previous lesson, focussing specifically on

the impact the introduced species has on the native

ecosystems before and after European invasion. The

importance of sustainability of environment is

explored through the understanding and

construction of a food web.

Assessment

Students are informally assessed on responses

regarding their understanding of ecosystems and

food webs. Students are informally assessed on

student ability to create a food web.

AITSL Standards

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Australians


priorities


culture

Sustainability

Literacy

27

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