Lesson Plan Format

Class:

Date:

Time: Start: _________________________

Stage 2 Year 4

Finish: _________________________
Lesson Topic:
Earths Environment Farming in Australia
HSIE
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students will have learnt about the Brewarrina Fish Traps in the previous lesson.
Key Learning Area:

Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

GE2.1
describes
characteristics
and
features of places and the ways
people, places and environments
interact

By the end of this lesson, the students will:

- identify naturals resources provided by the environment
useful for farming.

- Discussion and questioning

- Students finished artwork

- seek to investigate traditions in art suited to different

subject matter (eg, landscape, figures narrative, formal and
abstract properties, the use of symbols) and uses these in art
making.

- T observes students working by walking

around the class.

VAS2.1
represents
the
qualities
of
experiences and things that are
interesting or beautiful by choosing
among aspects of subject matter

Any safety issues to be considered:

Australian Catholic University

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Focus On Indigenous Art Across the Curriculum (pge 71,73)

2013

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

10min

T asks Ss to come to the floor and form a circle sitting down. T

revises the Brewarrina Fish Traps with Ss and explains they
are still in place today and were used to farm and capture fish
for food. Referring back to previous lesson T asks question on
what they have learnt. T demonstrates and discusses the
structure of the stone fish traps by arranging the stones on the
floor and using objects to represent the fish as an example. T
explains to Ss that they are going to design their very own Fish
Traps on fabric.

Stones or pebbles
Different objects for fish

40min

T instructs Ss to go to their seats and shows a picture of the

White cotton fabric

INTRODUCTION
Create a fabric collage representing Stone
Fish Traps

DEVELOPMENT

Australian Catholic University

2013

finished stone fish traps. T explains all materials needed that

has already been set up on a spare table for Ss to come and
get when directed. T gives instruction on how to proceed with
the fish trap lesson using the Indigenous Art Across the
Curriculum book (pg 73 and example of final product on pg
71).

Liquid water colour or pre mixed

powdered vegetable dye, water,
large round brushes, plastic cover,
river stones or pebbles

CLOSURE
10min

Australian Catholic University

T signals Ss to start packing up materials and cleaning desks.

When finished T brings class together to reflect on what they
3

2013

have learnt and enjoyed today

(add further pages as required)

Australian Catholic University

2013

Australian Catholic University

2013