Professional Documents
Culture Documents
Activity description
This activity has been created to inform students about the kinship structures of Indigenous people. This
activity will begin with the country, kinship and identity video where students will gain an understanding
of totems and their importance in developing an identity for Indigenous people. Students will then read
the Aboriginal totems facts sheet to understand the significance of a totem and how Indigenous people are
connected to their heritage, culture and land. Following this the students will select an animal, plant or
landscape feature that that represents them, their family and their community. The students will then
combine these three features to create an individual family totem. Once the students have developed their
design they will hand make this totem using clay. An explanation of the totem will then be constructed on
the ShowMe application where students will verbally record their voice and use whiteboard features to
present their totem to the class. This activity will allow students to gain an understanding of Aboriginal and
Torres Strait Islander kinship structures, family totems and the interconnected community which
encompasses their culture.
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Learning objectives
By the end if this activity students will have the ability to:
1. Identify the kinship structures that encompass the Indigenous culture.
2. Explain the importance of a totem to Aboriginal and Torres Strait Islander identity.
3. Elaborate on and connect with the kinship structures of the Indigenous with the experiences and
features of their own lives.
4. Design and create a pendant totem which represents an individual, their family and their
community.
5. Use technology tools to explain thinking process behind the design of the pendant to the class.
Learning intensions
In the activity today we will be learning:
1. The kinship structures of Indigenous communities.
2. The Indigenous connection to the land.
3. What totems mean to Indigenous people.
4. Why people should protect their totem.
5. How significant totems are to the identity of Indigenous people.
General capabilities
Literacy:
o The literacy element of this activity is in the form of a verbal explanation of the family totem in
which the students have created. The students will use the ShowMe application to verbalise their
explanation and justification of their individual totem.
Amy Gampe S00040034
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Cross curriculum
Aboriginal and Torrs Strait Islander histories and cultures:
o This activity has been developed for students to gain an understanding of the kinship structures of
the Aboriginal and Torres Strait Islanders people (OI.7, OI.8). Students will then use the knowledge
they have gained to form a traditional Indigenous totem which represents them.
Risk assessment
o During the activity the school and classroom rules will be followed at all times.
o There will be no food or drink allowed near the laptops or iPads.
o If students are allergic to the clay, they will be given gloves or an alternative option to create their
totem.
o Toothpicks and clay manipulating tools will be used appropriately throughout the activity.
o First aid kit will be on-hand if an injury does occur.
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ShowMe application:
This information and communication tool has been selected for students to use to inform the class about
their individual totem. Students will upload a picture of the totem they created and use the whiteboard to
physically draw on and verbally discuss and present their family totem.
Differentiation of learning
Blooms taxonomy:
o Higher order thinking questions have been incorporated throughout this activity to extend students
knowledge of the kinship structures of Indigenous tribes as well as the significance of their totems
(Whitton, Barker, Nosworthy, Sinclair, & Nanlohy, 2010).
Multiple intelligences:
o Multiple intelligences have also been incorporated throughout this lesson through linguistic, visual,
tactical, interpersonal and intrapersonal means. This will allow all students to connect with the
learning outcomes in their preferred manner (Armstrong, 2009).
Amy Gampe S00040034
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Constructivist learning:
o Through the theory of constructivism students will connect with kinship structures through their
own families, traditions and experiences. This will allow students to connect the learning intensions
of the activity to their own lives (Woolfolk & Margetts, 2010).
Evaluation
o Was the hands-on activity selected suitable to extend students understanding of Indigenous
kinship?
o How could students of different abilities be further catered for during the lesson?
o What could be improved to extend students knowledge in this area?
References
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria VA: Association for
Supervision and Curriculum Development.
Australian Curriculum Assessment and Reporting Authority. (n.d.). Australian Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/
Central Tablelands Local Land Services. (2014). Aboriginal totems. Received from
http://www.envirostories.com.au/wp-content/uploads/2014TTT/Totems/ES2014-CTLLS-TotemsWEB.pdf
ShowMe. (2015). Create beautiful tutorials with the tap of your finger. Retrieved from
http://www.showme.com/
Public Record Office Victoria. (2012). Country, kinship and identity. Retrieved from
https://www.youtube.com/watch?v=BPSEAxGGDHE
Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for teaching: Teaching
for learning (2nd ed.). Melbourne, VIC: Cengage Learning Australia Pty Limited.
Woolfolk, A., & Margetts, K. (2010). Educational psychology (2nd ed.). Frenchs Forest, NSW: Pearson
Australia.
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