Edited SAMPLE Lesson Plan 2

Topic area: Stage of Learner: Syllabus Pages:

Landscapes & Landforms 4 60-61
Date: 19/02/20 (week 3) Location Booked: Lesson Number: 6 /30 (2/3)
Standard Class
Time: 60 minutes Total Number of students Printing/preparation
28 Presentation (A), Template (C)

Outcomes Assessment Students Students learn to

learn about
Syllabus outcomes Lesson assessment Value of • investigate different landscapes and the
locates and describes the diverse Provide feedback landscapes and geomorphic processes that create distinctive
features and characteristics of from worksheet landforms landforms, for example: (ACHGK048, ACHGK050)
range of places and environments - identification of a variety of landscapes
GE4-1 Observe student and landforms M VR
verbal and written
examines perspectives of people responses, • investigate the aesthetic, cultural, spiritual
and organisations on a range of and economic value of landscapes and landforms for
geographical issues GE4-4 observe student people, including Aboriginal and Torres Strait
ability to interpret Islander Peoples, for example: (ACHGK049)
Life Skills outcomes contours, work - - description of the cultural and spiritual
collaboratively value of landscapes or landforms in different places
VR
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Place: factors influencing people’s perceptions of places , the special
Aboriginal and Torres Strait Islander histories and significance place has to some people
cultures Environment: the aesthetic, cultural, spiritual and economic value of
environments to people
Intercultural understanding Tools
M Maps – Topographic maps, gradient, local altitude, scale & distance
VR Visual Representations: Photographs, aerial photographs, annotated
diagrams

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
Metalanguage Aboriginal place names, geographic terminology is examined and analysed (e.g. Isleburg
monolith, Ayres Rock/ Uluru) to improve student understanding of cultural value of
landscapes and landforms.
Engagement Student engagement is facilitated through hands on, an authentic learning task, alternating
between student and teacher focused learning with collaborative ‘jigsaw’ and discussion.
Cultural Aboriginal and Torres Strait Islander knowledge systems, culture and perspectives are
Knowledge presented to students to demonstrate intercultural understanding and

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 Key: *Assessment *Differentiation *Nesa Directive Terms/Verbs *Literacy Numeracy, ICT & Geographic Tools
Time Teaching and learning actions Organisation Centred
T/S
5 Class setup: Welcome students & mark attendance Teacher: Teacher
• Return students’ previous worksheets with written feedback • Mark attendance,
• Introduce subtopic: Cultural & spiritual value • asking students to recall previous
• Cultural & spiritual value of place to Aboriginal Australians content
• Case study: Uluru • Provide verbal class feedback
• Intercultural understanding: how is Uluru valued differently?
10 Brainstorming activity: Cultural & spiritual value of place Teacher: Student
Teacher to ask students to: • Constructing mind map
• Identify Culturally and spiritually significant places • Prompt inquiry questions
• Categorise landscapes, landforms & features by: • Differentiate: target questions to
o Their cultural significance student cultural
o The type of landform or element (human/natural) knowledge/background
Discuss: (inquiry questions) • Observe student responses, check
15 • what does our/western culture consider spiritually significant? understanding Student:
(Buildings, memorials etc) • Responding to questions
• How / why do Aboriginal Australians regard landscapes and Resources: Whiteboard & pen
landforms to be spiritually significant?
20 Presentation: Aboriginal knowledge & connection land: Uluru Teacher: Teacher
Teacher to explain: • Facilitate presentation
• In Aboriginal and Torres Strait Islander knowledge systems, knowledge • Ask student questions
and culture has a strong connection to the land. Student:
• Many significant landscapes and landforms in Australia have strong • Contribute questions when asked.
cultural & spiritual value to Aboriginal groups people
• Uluru is considered sacred to the Pitjantjatjara and Anangu people; it Resources:
25 has strong cultural and spiritual significance (e.g. The Dreaming) Presentation (B)
• Uluru also has aesthetic and cultural value to non-Indigenous (VR: Photographs, Aerial photographs/
Australians (Uluru-Kata Tjuta National Park, UNESCO Listing) M: Relief Maps, Contour maps)
Uluru (ask students questions > teacher to contextualise answer)
Uluru: formally known as ‘Ayres Rock “why did it change?” Laptop & projector

Uluru-Kata Tjuta National Park

• Numeracy: 348m height (prominence) 863m above sea level
• Literacy: Terminology/metalanguage) An inselberg monolith, formed
over 400 million of years, stretching underground from Uluru to Kata
Tjuta (+90% underground)
• What causes red colour? iron oxidisation / rust (Iron + Water)
Knowledge integration (science), shape: erosion, geomorphic
30 Authentic learning task: contour map/model building Teacher: Student
Students will create a scale model of Uluru with teacher scaffolding • Supervise/assist model
1. Distribute contour templates for paired students to: construction
2. Imprint contour outline onto cardboard with pens and/or scissors Differentiate: Vary scaffolding based on
35 to cut along contour lines student ability (teacher guided vs
3. Number and mark north on each carboard contour piece student led task)
4. Assemble carboard contour in order (Jigsaw collaboration) • Pace the room, observe student
Differentiate: Student pairing /grouping based on mixed ability ability to interpret contours, work
40 Differentiate: Extend activity by reducing contour intervals to 20m together check understanding
Student:
Numeracy: Scaffold student understanding of scale & distance: constructing
• Calculate: What height does each contour represent? (50m) contour model in
45 Extended: pairs / as a class
• Calculate: “What scale is the model?” (1:100,000) Resources:
• Measure “how long/wide is Uluru?” (3.6km x 2.1km) 28 Contour activity templates (C)
50 • Assess Which slope has the smallest gradient used for climb? 14 pieces 2.5mm thick cardboard
Teacher to cut model in half along former climbing to demonstrate cross 14 pairs of scissors, 14 glue sticks
section/ gradient/ topographic profile
55 Topical issue discussion: Banning climbing Uluru Teacher: Student
Teacher to explain: Climbing Uluru was banned in October 2019 • Facilitate discussion
Students discuss: • Observe student responses, check
• What problems did the climb cause for Pitjantjatjara/Anangu people? understanding
(pollution, desecration, lack of Indigenous sovereignty) Student: Discuss issue
• What cultural value did Uluru have to those climbing? Resources: Presentation (B)
• (recreation, national identity, Instagram & tourism) VR Photographs, M: relief Maps,
60 Conclusion & pack up Teacher: Speaking
What have we Learned, how is it relevant, how does it connect? Student: Packing up
• Next lesson: Economic value of landscapes (Uluru/Kosciusko) Resources:
• Students pack up, dismiss students on the bell
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
• How to respectfully and meaningfully present Aboriginal Australian perspectives
• The integration of practical/authentic learning tasks into a lesson plan
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
GE4-1 locates and describes the Students’ ability to Identify key landform features, interpret
diverse features and characteristics Photographs and maps to describe landform characteristics
of range of places and environments
is assessed by their ability to process topographical maps
into a model to be observed, and numeracy tasks recorded
and later formatively assessed.
GE4-4 examines perspectives of Students’ inquiry ability and ability to communicate
people and organisations on a range arguments and ideas regarding Cultural and spiritual
of geographical issues
significance of landscapes and Indigenous perspectives is
observed in classroom discussion and noted.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson
Standards
1.2 A lesson structure that alternates between teacher and student focused
learning activity that enhances student engagement though practical
activity.
1.4 ‘8 ways’ pedagogical methods are employed through ‘land links’ and
non-verbal authentic learning activity to deliver Aboriginal content
though pedagogical strategy to benefit Indigenous and non-Indigenous
students.
2.1 Geographical concepts, Inquiry skills and tools are interwoven into tasks
that incorporate analysing geographical data (Maps, photos, numerical
data, utilising topographical maps and photographs to inform
understanding
2.4 The emphasis on Aboriginal knowledge systems and epistemologies, and
cultural value of landscapes and landforms, ‘through connection to
place’ as a fundamental concept of the cross curricular priority.
2.5 Literacy strategies are interwoven into activity to examine
metalanguage and terminology (Isleburg monolith), while numeracy is
target through scale, measurement and distance calculation activities.
3.5 Content is communicated to students using ICT/visual based
presentation, reciprocal verbal discussion and collaborative activity
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
• Ensure students are following safe practise of scissor use (walking with
scissors closed, facing down).
• Ensure all scissors are returned and accounted for at the conclusion of the
lesson.
• Ensure bags are tucked away and trip hazards minimised for group work
References (In APA)
You must list all references that you have used for the content and resources of this lesson
in this space: References provided at end of document
Resources Attached:
Presentation (B), Template (C)

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 (B) Presentation:
Cultural & Spiritual Value of
Landscapes & Landforms

Aboriginal & Torres Strait

Islander Perspectives:

Key Concepts & Uluru Case Study

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Aboriginal & Torres Strait Islander

Perspectives:
Cultural & Spiritual Value of Landscapes &
Landforms

• Many significant landscapes and

landforms in Australia have strong
cultural and spiritual value to Aboriginal
groups people

• Have you seen this map before? >>>>

It shows the distribution of Aboriginal
and Torres Strait Islander language
groups and Nations in Australia

Political map: Indigenous map of Australia

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Aboriginal & Torres Strait Islander

Perspectives: Cultural & Spiritual Value of
Landscapes & Landforms
Case Study: Uluru

Uluru also has a different cultural and aesthetic value

for non-Indigenous Australians:
• Uluru-Kata Tjuta National Park,
• UNESCO world heritage Listing
• Iconic Landmark
• National Identify
• Tourism Destination

#Uluru –What photos can you find on Instagram

How do they show it is culturally significant?

Photographs: Iconic images of Uluru & Instagram Images

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Rationale 548 words

The aim of this lesson sequence is to deliver syllabus content on the ‘value of landscapes and
landforms’ through examining the geographical concepts of ‘space’ and ‘environment’
through a series of interconnected and engaging learning activities that establish a foundation
of geographical literacy for stage 4 students. This includes integrating relevant geographical
concepts, inquiry skills and tools to examine four dimensions of ‘value’ (NESA, 2015, p. 61)
with exploration of problematic cultural knowledge and student perspectives to facilitate
intercultural understanding. A priority of the second lesson is to respectfully and accurately
represent Indigenous cultural knowledge and perspectives (AITSL, 2018) in a geographical
context and the importance of connection to place and landscape, as guiding principle of
Indigenous content in the Australian Curriculum (ACARA, 2016).

To facilitate this intent, direct instruction and reciprocal discussion activities are
complemented by the more constructivist student-centred learning activities. This involves
developing key skills by investigating landscapes and landforms through maps, photographs
and interactive ICT resources such as Geoguessr (Geoguessr, 2013). Intercultural
understanding is examined in topical Australian examples of landforms such as Uluru by
authentic collaborative tasks and discussion. Literacy skills are targeted though students
defining and categorising landform terminology and developing verbal presentation skills,
while numeracy capability is targeted though measurement and calculation of distance and
scale in map analysis and modelbuilding tasks. Cross-curricular themes (NESA, 2015, p. 31),
Indigenous perspectives and content within the lesson plan is facilitated through the ‘Eight
Ways’ pedagogical framework (Yunkaporta, 2009). The ‘Non-verbal’ and ‘Land Links’
strategies create an engaging cultural interface of understanding between Indigenous and
non-Indigenous knowledge systems that underpin the Uluru presentation, discussions, hands-
on modelbuilding and case study of Uluru. Inquiry-based learning is also facilitated through
the ‘Economic Value’ research and presentation tasks to develop students personal and social
capability as relevant to the Geography Syllabus requirements (NESA, 2015, p. 31).

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