LESSON PLAN

Year Level: 2 Date: 18/08 Lesson Time: TBA

Lesson Description: Indigenous significant places
Curriculum Content strand/s; sub-strands; content description codes
Humanities and Social Sciences – Knowledge and Humanities and Social Sciences – Skills:
Understanding: Questioning and Researching: Reflect on current
History, The Past in the Present: The history of a understanding of a topic (e.g. think-pair-share,
significant person, building, site, or part of the natural brainstorm) (WAHASS13).
environment in the local community and what it reveals Sort and record selected information and/or data (e.g.
about the past (ACHASSK044). use graphic organisers, take keywords) (WAHASS16).
Geography, People are Connected to Many Places: The Analysing: Identify relevant information (WAHASS17).
ways in which Aboriginal and Torres Strait Islander
Peoples maintain connections to their Country/Place
(ACHASSK049).
EYLF Links Where appropriate, list the relevant EYLF outcomes.
Outcome 2: Children are connected with and contribute to their world
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

Students’ Prior Knowledge

In Humanities and social sciences, students are currently doing a unit of work around significant places in the local
community.

General Capabilities Relevant to this lesson

Critical & Personal & Social Intercultural
Literacy Numeracy ICT Competence Ethical behaviour
Creative Thinking Competence Understanding

Cross-Curriculum Priorities Relevant to this lesson

Aboriginal & Torres Strait Islander Histories and
Asia & Australia’s Engagement with Asia Sustainability
Cultures

Lesson Objectives Describe the intended outcomes of this lesson, in point form beginning with an action verb
As a result of this lesson, students will be able to:
 Write at least one sentence to describe why a particular place is of significance to the Aboriginal
community

Assessment of the Objectives What will you assess? How will you assess it?
Objective 1 & 2: Checklist to assess students graphic organiser (see pg. 5)

Provision for Learner Diversity

Gifted and talented:
Students who are identified as gifted and talented students may compete the activity for more than one site or
may choose a site not listed by the educator (e.g. Marradungup).
Support:
Students identified as needing extra support should be assigned either Booragoon Lake or Yagan’s Lookout as
these sites contain less written text.
Teacher’s Prior Preparation
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Prior preparation:
 Print and laminate significant site details on coloured cardstock
 Print and make copies of graphic organiser
 Pre-read The Rainbow Serpent by Dick Roughsey
Materials:
 Significant site details
 Lead pencils
 Graphic organisers

LESSON DELIVERY - please attach worksheets, examples, marking key,

Resources/References
Time: Motivation and Introduction: (Introduce the lesson intentions & activate prior
knowledge)
All students will be sitting on the mat. The educator will explain to the students
that the Aboriginal and Torres Strait Islander people have a special connection
to their Country – the land on which we also live. The educator will say:
“One of the ways we can understand why places are so important to Google maps
Aboriginal and Torres Strait Islanders is through dreamtime stories. Does
anyone know what dreamtime means?” The Rainbow Serpent
by Dick Roughsey
After giving students time to think and respond, the educator will explain that
10 dreamtime stories explain how the Earth and all of its animals were created,
mins and explain why some places hold spiritual importance for Aboriginal and
Torres Strait Islander people. The educator will tell the students that one of
these places is Two Caves. The educator will then say to the students:
 Does anyone know where Two Caves is? (near Rocky Bay – the
educator will show students where this is using google maps)
 Does anyone know why this place is significant to the Aboriginal and
Torres Strait Islander people?
The educator will then explain to the students that it is believed to be the final
resting place of the Waarkarl or rainbow serpent. The educator will then read
the story The Rainbow Serpent by Dick Roughsey.

Lesson Steps: (Describe the lesson content, learner scaffolding, teaching

strategies & key questions)
Whilst students are still sitting on the mat, the educator will split the students Sites of cultural
into four equal-ability groups. The educator will give each group one of four significance to
sites of cultural significance to the Aboriginal community and a short-written Aboriginal community
blurb about the site. The sites are as follows: (taken from City of
Melville website)
 Booragoon Lake
https://
 Piney Lakes drive.google.com/
file/d/
 Yagan’s Lookout
1mpLI4_JUIu0HBaEsa4
 Dyoondalup (Point Walter) upuYy3lDJh7S0c/view?
15 usp=sharing
mins Every student will also be given a graphic organiser. The educator will instruct
the students to read the information about their given site. Students must then
write a few sentences on their graphic organiser (see resources) to answer the Graphic organiser (see
question: Why is this place significant? pg. 4)

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 After students have completed the section of their graphic organiser for their Lead pencils
assigned site, the educator will assign every student a number from 1 to 4. The
15 educator will then instruct the students to form jigsaw groups where they will Erasers
mins become an ‘expert’ in their assigned site (all of the students numbered 1 will
form a group, all of the students numbered 2 will form a group etc.). Taking it
in turns, every student must report to their group what they learned about
their site to their new group members who must take notes on their graphic
organiser. After every member of the group has shared, students should have
all sections on their graphic organiser complete.

Lesson Closure:(Reflect on lesson intentions)

The educator will bring all the student back to the matt and pose the question:
5 mins
Why are some places important to Aboriginal and Torres Strait Islander
people? e.g. because they have a spiritual connection to them. The students
will be instructed to turn to the person next to them and discuss their answers.
The educator will then ask for volunteers who would like to feedback their
answer to the rest of the class.

Transition: (What needs to happen prior to the next lesson?)

The educator will instruct all students to pack away any resources they were
working with and sit quietly at their desks in preparation for the next lesson.

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Graphic Organiser