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    Indigenous Conection To Water

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    This lesson plan is for a 7th grade geography class about the economic, cultural, spiritual and aesthetic value of water for Aboriginal and Torres Strait Islander peoples. The lesson will focus on how the Murray-Darling River basin crisis has impacted Indigenous communities. Students will watch a video on Indigenous spiritual ceremonies and discuss how water is important to Indigenous identity, culture and livelihood. They will complete a worksheet to demonstrate their understanding of the topic. The teacher will assess if students can apply their prior knowledge, discuss implications for Indigenous peoples, and complete the assigned work.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Indigenous Conection To Water

    Uploaded by

    api-313390383
    130 views6 pages
    This lesson plan is for a 7th grade geography class about the economic, cultural, spiritual and aesthetic value of water for Aboriginal and Torres Strait Islander peoples. The lesson will focus on how the Murray-Darling River basin crisis has impacted Indigenous communities. Students will watch a video on Indigenous spiritual ceremonies and discuss how water is important to Indigenous identity, culture and livelihood. They will complete a worksheet to demonstrate their understanding of the topic. The teacher will assess if students can apply their prior knowledge, discuss implications for Indigenous peoples, and complete the assigned work.

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    indigenous conection to water

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    This lesson plan is for a 7th grade geography class about the economic, cultural, spiritual and aesthetic value of water for Aboriginal and Torres Strait Islander peoples. The lesson will focus on how the Murray-Darling River basin crisis has impacted Indigenous communities. Students will watch a video on Indigenous spiritual ceremonies and discuss how water is important to Indigenous identity, culture and livelihood. They will complete a worksheet to demonstrate their understanding of the topic. The teacher will assess if students can apply their prior knowledge, discuss implications for Indigenous peoples, and complete the assigned work.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    130 views6 pages

    Indigenous Conection To Water

    Uploaded by

    api-313390383
    This lesson plan is for a 7th grade geography class about the economic, cultural, spiritual and aesthetic value of water for Aboriginal and Torres Strait Islander peoples. The lesson will focus on how the Murray-Darling River basin crisis has impacted Indigenous communities. Students will watch a video on Indigenous spiritual ceremonies and discuss how water is important to Indigenous identity, culture and livelihood. They will complete a worksheet to demonstrate their understanding of the topic. The teacher will assess if students can apply their prior knowledge, discuss implications for Indigenous peoples, and complete the assigned work.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 6

    Double Lesson

    LESSON PLAN

    Georgia Cole

    SCHOOL OF EDUCATION

    LESSON ORGANISATION
    Year Level: 7M
    Time: 1:20pm-2:10pm
    Date: 17/06/16
    Learning Area: HaSS (Geography)
    Strand/Topic from the Australian Curriculum
    The economic, cultural, spiritual and aesthetic
    value of water for people, including Aboriginal
    and Torres Strait Islander Peoples and peoples
    of the Asia region (ACHGK041-2&3)
    Elaborations

    Exploring the multilayered meanings (material,


    cultural and spiritual wellbeing) associated with
    rivers, waterways, waterholes, seas, lakes, soaks
    and springs for Aboriginal and Torres Strait
    Islander Peoples

    Aboriginal and Torres Strait Islander Histories and


    Cultures

    Examining bays, rivers, waterfalls or lakes in


    Australia and in countries of the Asia region that
    have been listed as either World Heritage sites or
    national parks for their aesthetic and cultural
    value

    Students Prior Knowledge:


    Extensive analysis of the Murray-Darling Basin, with
    emphasis on:
    What the crisis/issue is
    Water allocation from Murray Darling Basin to local farmers
    and residents
    Education of locals/irrigators to use water in a more
    sustainable and effective manner
    Increased levels of salinity as a result of falling water levels.
    Effect on local residents (including Indigenous and Torres
    Strait Islander People)
    Government plan to fix crisis including solutions such as
    pumping water back into basin, flushing out salt, supporting
    ecosystems
    Arguments for and against Government plan
    The Water Cycle (including evaporation, transpiration,
    condensation, precipitation, infiltration, groundwater and
    groundwater movement, and run-off)
    The Water Crisis (students identify what it is, its impact on
    society and the world as well as possible solutions)
    Australias weather and climate (including Australian
    ecosystems, the interaction between temperature and
    precipitation in Australia, reasons why Australia is dry and
    analysis of climatic statistics)

    General Capabilities (that may potentially be covered in the lesson)


    Literacy
    Numeracy
    ICT
    Critical and
    Ethical
    competence
    creative
    behaviour
    thinking
    Cross-curriculum priorities (may be addressed in the lesson)
    Aboriginal and Torres Strait Islander
    histories and cultures (Y)

    Personal and
    Social
    competence

    Asia and Australias engagement with Asia


    (N)

    Intercultural
    understanding

    Sustainability (Y)

    Proficiencies:(Mathematics only)
    Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
    As a result of this lesson, students will be able to:
    Repeat knowledge on topic of Murray-Darling Basin including important information such as what the crisis or
    issue is, water allocation, education and effect of effective water practices on local farmers and residents,
    salinity, Government solutions and arguments for and against.
    Apply knowledge from previous HaSS (Geography) lessons on Murray-Darling Basin and Discuss the
    implications on Indigenous members of Australian society in areas such as food, water, family and spirituality.
    Complete Indigenous Connection to Water Inquiry Questions Work Sheet (Appendix 1).

    Double Lesson

    Teachers Prior Preparation/Organisation:


    Observation of prior Geography lessons.
    Liaise with Mentor approximately 2 days before
    scheduled lesson to allow for editing and
    improvement of lesson plan if necessary.
    Students have copy of Pearson Geography 7 Student
    Text book as well as HaSS work books.
    Teacher has copy of Pearson Geography 7 Teachers
    addition with answers.
    Teacher has created and copied (to accommodate for
    22 students) the Indigenous Connection to Water
    Inquiry Questions Work Sheet (Appendix 1).
    YouTube video River Country Spirit Ceremony
    (Murrundi Ruwe Pangari Ringbalin) (13:22) is loaded
    and ready to be projected onto interactive whiteboard
    Link: https://www.youtube.com/watch?
    v=GqrRfyVNqIo
    Navigation of Murray-Darling Basin Authority website
    for relevant information and resources
    Link: http://www.mdba.gov.au/
    Review of Murray-Darling Basin Plan Annual Report
    2014-15 Link:
    http://www.mdba.gov.au/sites/default/files/pubs/TheBasin-Plan-annual-report-2014-15_1.pdf
    Teacher has created Indigenous Connection to Water
    Inquiry Questions Assessment Checklist (Appendix
    2).
    Teacher has popstick bucket with student names.

    Provision for students at educational risk:


    Students with learning difficulties (including but not
    limited to dyslexia, dyspraxia, low level
    concentration, and/or low level cognitive ability) will
    benefit from both visual, spoken and written
    resources such as student text book, Indigenous
    Connection to Water Inquiry Questions Work Sheet,
    YouTube videos and class discussion.
    Students who are gifted and/or talented will benefit
    from linguistic elements of the lesson including
    reading from text, participating in class discussion,
    thinking critically about topic (such as implications of
    dying Murray-Darling River and possible solutions)
    as well as written work on Indigenous Connection to
    Water Inquiry Questions Work Sheet.
    Students will have option to use their IT device
    (iPad) to type answers if writing proves difficult.
    Students with CAPD, ESL or vision impairments will
    have the option of viewing YouTube videos with
    subtitles.

    LESSON EVALUATION (to be completed AFTER the lesson)


    Assessment of Lesson Objective and Suggestions for Improvement: (Circle)
    Objective 1: Met or Not Met

    Objective 2: Met or Not Met

    Objective 3: Met or Not Met

    Double Lesson
    Teacher self-reflection and self-evaluation:

    [OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

    ***See lesson feedback form***

    LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


    Time
    1:20pm

    Motivation and Introduction:

    Resources/References

    Students transition from PC


    Good afternoon 7M
    Teacher to instruct students to take out Geography textbook and writing book.
    To assess prior knowledge:
    Teacher to open NotePad function on interactive white board and write MurrayDarling Basin in the middle to create brainstorm.

    Student Georgraphy
    text book and writing
    book

    Interactive
    Whiteboard

    Teacher to facilitate discussion on topic asking for student input and writing
    answers into brainstorm.
    Transition Impact on locals to impact on Indigenous Australians.

    Lesson Steps:
    1:30pm

    Students open text book to page 162.


    Teacher to read 7.4 - Indigenous management of water resources and MurrayDarling Basin paragraphs and discuss.
    Discussion:
    Term semi-nomadically in relation to Aboriginal people?
    Aboriginal people today own less than 1% of the Murray-Darling River
    land Why?

    Double Lesson

    1:35pm

    Teacher to ask for student to hand out Indigenous Connection to Water Inquiry
    Questions Work Sheet (Appendix 1) one to each student.

    Appendix 1

    YouTube Link
    https://www.youtube
    .com/watch?v=Gq
    rRfyVNqIo

    Teacher to explain task:


    Read work sheet as a class.
    Students watch video and fill in answers when they arise in clip.
    (Students to keep in mind Q7.)
    Play YouTube video River Country Spirit Ceremony (Murrundi Ruwe Pangari
    Ringbalin) (13:22)
    Teacher to stop at following points to facilitate discussion:
    Q1 Stop at 0:58
    Q2 Stop at 2:25
    Q3 Stop at 2:37 and 4:12
    Q4 Stop at 6:14
    Q5 Stop at 7:08
    Q6 Stop at 10:53
    2:00pm

    Discussion:
    What signs do the Indigenous Australians see that indicate the rivers are
    sick and/or in danger?
    How did the clip make students feel? What struck students the most?
    Was there anything in the clip the students agreed/disagreed with?

    2:05pm
    Teacher to draw attention to Q7: Why is water so important to the Indigenous
    people who live around the Murray-Darling?
    Discussion:
    Relationship with the land Kinship (blood relationship)
    Spiritual connection To the river, to elders passed on, totems, ceremony,
    Aboriginal law = spirituality
    Sustenance Food and water (hunting, fishing, gathering)
    Family Connection between generations, ability to see extended relatives,
    pass on stories to the younger generation.
    Business Talk and trade
    If time permits
    Students turn to page 162 and read paragraph(s) Aboriginal people and the
    environment and Aboriginal people and water. Students then turn to page 163
    and answer questions.

    2:10pm

    Lesson Closure and Transition:


    Prac teacher transitions students to class room teacher.

    3:00pm

    Students to glue Indigenous Connection to Water Inquiry Questions Work


    Sheet (Appendix 1) into HaSS work books as lesson concludes.

    Double Lesson
    Teacher dismisses students for PC.

    Assessment: (Were the lesson objectives met? How will these be judged?)
    Objective 1:
    Repeat knowledge on topic of Murray-Darling Basin including important
    information such as what the crisis or issue is, water allocation, education
    and effect of effective water practices on local farmers and residents,
    salinity, Government solutions and arguments for and against.
    To meet objective, students will participate in prior knowledge discussion
    repeating information students have learnt from Murray-Darling Basin
    information lessons and assignment (see Prior Knowledge box [pg 1] to
    understand criteria) Objective to be judged through verbal assessment.
    Objective 2:
    Apply knowledge from previous HaSS (Geography) lessons on MurrayDarling Basin and Discuss the implications on Indigenous members of
    Australian society in areas such as food, water, family and spirituality.
    To meet objective, students will use their prior knowledge and apply it to topic of
    lesson (indigenous connection to water). Students will identify the implications
    the depleting Murray-Darling has on Aboriginal people in Australia. Objective to
    be judged through assessment of verbal participation in class discussion.
    Objective 3:
    Complete Indigenous Connection to Water Inquiry Questions Work
    Sheet (Appendix 1).

    Appendix 1

    To meet objective, students will complete Appendix 1 to the best of their ability
    attempting all questions. Objective to be judged using Indigenous Connection to
    Water Inquiry Questions Assessment Checklist (Appendix 2). Teacher to collect
    students HaSS books at conclusion of lesson.

    Appendix 2

    Double Lesson

    Appendix 2
    Indigenous Connection to Water Inquiry Questions Assessment Checklist
    Learning Area: HaSS (Geography)
    Year Level: 7M
    Date: 17/06/2016
    Time: 1:20pm-2:10pm
    Assessment of Objectives:
    3. Complete Indigenous Connection to Water Inquiry Questions Work Sheet
    (Appendix 1).
    Student Name

    Objective 1
    Met
    Not Met

    Comments

    Matthew Allengame
    Brodie Anderson
    Jeremy Awford
    Luke Baggaley
    Chloe Baker
    Will Boyd
    Ayuol Chol
    Jazmyn Clark
    Xavier Garner
    Masie Grimes
    Olivia Henderson
    Kynan Hogan
    Zoe Hunter
    Alex Kosta
    Connor Ludbrook
    Tianna McKee
    Brayden Noack
    Chelsea Pitchers
    Jarred Southern
    Kaitlyn Streeter
    Siobhan Websdale
    Ashton Wilkins

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