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UNIT PLANNER

Names and surnames: Monica Vasiliadis, Lauren Borg, Jessica Kotevski, Nathalie Fredes & Despina Ikosidekas
Tutorial session: Tuesday 1pm, Abby

School name: St Marys Primary School, St Kilda East Year Level: Foundation Number of sessions: 4

a- Overall aims/goal of the unit: c- How is this unit informed with the Encyclical Laudato Si?

Students will be able to differentiate and group types of materials Today, there is a broad agreement among community leaders, scholars
(VCSSU044). and activists that the main concerns of our time relate back to
Students will understand how Indigenous Australians lived off the land for environmental and social factors (Francis, 2015). Over consumption,
many years (Broome, 2010). greed, climate change, inequity, violence and power cannot be
Students will identify the differences from their current housing/living underestimated, nor understood in isolation. These factors have been
conditions and compare them to those of how the Indigenous aboriginals addressed within the Encyclical Laudato Si, causing both distress and
lived (off the land). concern among the world. However, Indigenous perspectives have also
Students will gain an understanding of the culturally diverse society they been incorporated within the letter to depict the positive qualities that
are apart of remain within particular communities. These qualities will be addressed
Students will gain an Encyclical understanding about how our behaviours throughout the unit of work, highlighting aspects of respect, morality and
are detrimental factors to the environment (Francis, 2015). survival.

b- School priorities/frameworks and how this unit addresses them? Within this unit, students will learn to show care for Indigenous
communities and their traditions. They are not merely a minority group;
The following unit of work allows students to work collaboratively with their instead they should be the primary dialogue to major decisions affecting

educators and peers to discover new ideas and concepts within the classroom. their land directly. The land provides Indigenous communities with food,
It allows the students to be introduced to issues in relation to social justice in water and materials, an amazing place to roam and wander during the

ways that are hands on and engaging for young learners. Students will be day and a home to sleep at night (Broome, 2010). They only take what is
encouraged to work together in small groups to discover the use of different necessary, ensuring that nothing goes to waste (Broome, 2010). Through

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natural materials and how they can be useful in their everyday lives. By the ceremony and daily rituals they would revitalise the land, as people were
end of the unit they will have uncovered new knowledge that draws on issues in a custodial, not exploitative, relationship with it (Broome, 2010). For
in social justice by comparing their own lifestyles in todays modern day society them:
in comparison to the Australian Indigenous community.
The following lesson plans also draw upon the ideas of faith-based inquiry to .. land is not a commodity but rather a gift from God and from their
address the priorities outlined by the school. ancestors who rest there, a sacred space with which they need to interact
As stated by St Marys, if they are to maintain their identity and values. When they remain on their
land, they themselves care for it best. (Francis, 2015, p.110)
...Faith based Inquiry is an investigation into our world where our Catholic
Faith is central to our understanding. This allows students to make In order to solve our global issues; a new way of thinking is required
connections between their personal experiences and the gospel values.... (Francis, 2015). Our efforts at education will be inadequate unless we
strive to promote open and intercommunicating systems of strong
The following lesson plans enables students to connect their different cultures partnerships and participation that is evident in Indigenous communities.
to what they are learning and make valuable connections. We need to show the importance of respecting our land and not let greed
or our desires get in the way of what is right (Francis, 2015).
d- Teaching approach chosen and how will it inform the goals and
priorities of the unit and school community?
Indigenous knowledge is the chosen teaching approach for this unit of work.
Appanna (2011) contends the need to establish a link between both Western
and Indigenous perspectives of science taught in the classroom. By using
science to expose students to other perspectives, it broadens their
understanding of their world by exploring the Indigenous culture. Therefore, it
is valuable to combine both perspectives of science in order to increase
student awareness of the Indigenous community (Appanna, 2011; Rich,
2012). Furthermore, the school community includes many students from a
variety of cultures, whom may not have been previously exposed to the
Western perspective of science. Therefore, by using an Indigenous

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knowledge teaching approach, it may enable students to connect to science
more easily as it may be more familiar to them (Baynes, 2015).

As this unit of work aims to explore the Western and Indigenous views of
science, both will be interconnected to complement each other, as it is
effective in a science classroom (Appanna, 2011). For example, this school
now offers the opportunity to learn Indigenous language (i.e., specific
vocabulary) that encourages students to be inclusive of all different cultures;
a priority valued and taught through the Catholic faith. That is, students will
learn and understand what it means to respect as well as accept cultural
diversity. In addition, students can learn to be empathetic to others as a
result of incorporating Indigenous knowledge in science (Appanna, 2011;
Perry & Southwell, 2011).

Rich (2012) explains how linking Indigenous knowledge with science, is a


way to attend to the social justice issues the Indigenous community have
faced. Since Indigenous Australians are considered to be the first people of
Australia (Broome, 2010), the students will learn how they perceive and
value the world (Rich, 2012). Consequently, students will draw connections
between how individuals including themselves, treat the world today
compared to how Indigenous Australians do (Rich, 2012). Perry and
Southwell (2011) highlight that when Indigenous knowledge is embedded
into science, students will be able to acknowledge the similarities and
differences between various cultures. This leads to intercultural sensitivity,
which addresses social justice (Rich, 2012). Therefore, by taking on this
teaching approach, students at St. Marys can develop critical thinking skills,
respect other cultures, whilst also forming their own view on the relationships

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humans have with the world (Baynes, 2015; Rich, 2012).

e- Victorian curriculum learning area contents AND Capabilities f- Brief description Key science concepts, skills and Capabilities to be
informing the entire unit of work: learned:
(taken directly from the website):
Chemical sciences
Objects are made of materials that have observable properties Throughout this unit, students seek to improve their understanding and explanations
(VCSSU044) of the natural world by exploring, describing, comparing, naming and classifying a
Elaborations: range of materials specifically linked to how Indigenous people lived on the land for
sorting and grouping materials on the basis of observable many years.
properties such as colour, texture and flexibility
comparing the traditional materials used for clothing from around The focus of this strand of science at foundation level, incorporates students
the world investigating and specifying materials by observing their properties and creating a
thinking about how the materials used in buildings and shelters scientific understanding about how objects are grouped together according to their
are suited to the local environment colour, textures and other likeable properties. For example, lesson 1 allows students
to think about what descriptive language can be used to specify materials, therefore
giving an introductory overview of what makes up a specific object. Tasks will
Everyday materials can be physically changed or combined with other
incorporate hands on experiences with materials enabling all abilities and students
materials in a variety of ways for particular purposes ( VCSSU045)
learning.
Elaborations:
The key concepts of chemical sciences learned in this unit include:
predicting and comparing how the shapes of objects made from
An understanding of how chemical and physical properties of substances is
different materials can be physically changed through different
actions, for example, bending, stretching and twisting determined by their structure at an atomic scale.

investigating how food can be mixed to form different products, for Rearranging atoms and forming of larger units or objects produce the

example, jelly, ice cream or cake investigation of how substances change and new substances.

suggesting why different parts of everyday objects such as toys


and clothes are made from different materials Intercultural Capabilities

identifying materials that can be changed and remade or recycled

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into new products, for example, paper and plastic The intercultural capability area focused on in this unit is cultural understandings and
practices of Indigenous Australian.

- The intercultural capability is strongly connected to those areas of learning


concerned with Indigenous people, including the Personal and Social capability
knowledge and skills related to empathy, openness, respect and conflict resolution.
Identifying what is familiar and what is different in the ways Indigenous individuals
and families live (VCICCB001)

Throughout the unit students explore this strand by:

Examining, reflecting on and challenging assumptions, stereotypes and prejudices


and exploring how intercultural experiences can influence and change attitudes and
beliefs. Describing their experiences of intercultural encounters in which they have
been involved (VCICCB002).
Students apply their learning in intercultural capability to complex questions of the
globalised world. Intercultural capability fosters skills that assist students to negotiate
across barriers that may arise from differences.

In acknowledging the founding status of Aboriginal and Torres Strait Islander


Peoples in Australia, students recognize their cultural interface (Nakata 2007) and
become mindful of practices that both celebrate and protect Aboriginal and Torres
Strait Islander cultural heritage (Janke 2008).

In recognising the importance for Australia of maintaining positive relations and


communications in its region, learning of this area promotes recognition,
communication and engagement with the culture. Being aware of how Indigenous

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peoples lived on the land for many years informs students about our original land
ownership and uses science to link in with this learning area.

g- Overall structure of the unit:


Topic: What is it made of?
Session 1 goal:
Teaching team/person: Monica/Lauren
For students to expand their vocabulary through group discussions and express their ideas through hands-on activities
For students to be introduced to materials and concepts they may not have known about prior.

Session 2 goal:
Teaching team/person: Jessica
This lesson will provide students with the opportunity to engage with the Australian Indigenous culture. They will explore and group materials on the basis of
observable properties such as characteristics, texture, colour and flexibility.
Students will engage in critical thinking, whilst they consider how the materials can be used for shelters, objects and things within the Aboriginal culture.

Session 3 goal:
Teaching team/person: Nathalie
This lesson will allow students to independently examine their own homes by identifying its materials and their properties. They will explore this by comparing
their own homes to the materials Indigenous Australians use for their own homes to understand how cultures are interconnected and diverse.

Session 4 goal:
Teaching team/person: Despina
For students to draw up a plan using prior knowledge about materials and specifications learnt in previous lessons.

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For students to work in groups of 4 and begin to construct their shelter using materials provided.

h- Assessment in brief:
An overall rubric will be used as the final assessment, which evaluates the students success of the initial aims and goals, as well as their ability to effectively
participate and engage in classroom activities.
See appendices for final assessment rubric.

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References
Appanna, S.D. (2011). Embedding indigenous perspectives in teaching school science. The Australian Journal of Indigenous Education, 40, 18-22.

Baynes, R. (2015). Teachers attitudes to including indigenous knowledges in the Australian Science Curriculum. The Australian Journal of Indigenous
Education, 45(1), 80-90.

Broome, R. (2010). Aboriginal Australians: A history since 1788. (4th ed.). Crows Nest , NSW: Allen & Unwin.

Francis. (2015). Laudato Si: On care for our Common Home [Encyclical]. Retrieved from:
http://w2.vatican.va/content/dam/francesco/pdf/encyclicals/documents/papa-francesco_20150524_enciclica-laudato-si_en.pd

Perry, L.B., & Southwell, L. (2011). Developing intercultural understanding and skills: models and approaches. Intercultural Education, 22(6), 453-466.

Rich, N. (2012). Introduction: why link Indigenous ways of knowing with the teaching of environmental studies and sciences? Journal of
Environmental Studies and Sciences, 2(4) 308-316.

Saint Marys School. (2017). Faith Inquiry Learning. Retireved from: http://www.smstkildaeast.catholic.edu.au/learning-and-teaching/35/p/faith-inquiry-
learning/

Victorian Curriculum and Reporting Authority (n.d.). Science: Foundation. Retrieved from: http://ausvels.vcaa.vic.edu.au/

APPENDICES

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Final Assessment Criteria

Rubric for Evaluation


Subject: Date:
Evaluator:

Criteria: Description: Score:

Goals & Student has achieved goals outlined within the unit of work. 5 4 3 2 1
Objectives: Student is able to differentiate and group types of materials
Student understands how Indigenous Australians lived off the land for many years by identifying materials
that can be used for shelters, objects and things within the Aboriginal culture.
Student is able to identify the differences from their current housing/living conditions and compare them to
those of how the Indigenous Australians.

Participation: Student is able to participate in activities appropriately and effectively. 5 4 3 2 1

Student is able to work collaboratively, and appropriately with peers. 5 4 3 2 1

Student participates in class discussions, offering ideas and thoughts. 5 4 3 2 1

Instruction: Student is able to follow, understand and respond to instructions given to them. 5 4 3 2 1

Catering for Student acknowledges and respects the Australian Indigenous culture. 5 4 3 2 1
diversity:
Student can adapt their learning to a new culture and understand that it may be different to that of their own. 5 4 3 2 1

Respect of Student is respectful of materials, and understands the appropriate use of them. 5 4 3 2 1
materials/
Craftsmanship:

Comments:

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Lesson plan- Session 1
Name and Surname: Monica Vasiliadis & Lauren Borg (team teaching)

Name of the school: St Marys School - Saint Kilda East Year Level: Foundation

a- Learning outcomes: c- Assessment to be collected: (Students work


Through the lesson students will be introduced to the culture of Indigenous samples/observations/rubrics, etc
Australians, gaining a basic understanding of the importance of the history of Students will be assessed in this lesson through various methods;
Indigenous Australians to Australian culture. (Appanna, 2011). Students will Discussion: Students will be assessed on their ability to contribute and share their
be developing and extending on their prior knowledge of observational
thoughts collaboratively. This will be conducted both at the beginning and at the end of
properties of materials and how to distinguish and group them according to
the lesson (discussion on butchers paper) for educators to evaluate the progress of
their differences and likeness (VCSSU044).
learning through the lesson. Group discussion and collaboration has been chosen as
- Students are extending their vocabulary skills through discussion and
an assessment to distinguish if children are understanding the task, and to work as an
explanation of the language used through the lesson
- Students will be expanding their ability to separate their senses and opportunity for peer based learning so through discussion students can gain an insight
use their prior knowledge of textures of materials to determine what they are on the thought process of their peers (Dawes, 2012).
feeling in the box (VCSSU044). The students understanding of Indigenous Australians will be collected through
- The lesson incorporates collaboration and peer based learning to initial discussion at the beginning and the end of the class. Through their
cater for the different types of learners in the classroom (O'Donnell & King, justification and ability to share their level of knowledge on the topic.
2014). The level of participation of each student will be observed, to assess his or her
Students are going to be questioned to provoking their thinking to
level of understanding of what is being asked throughout the lesson (Dawes,
comparing the similarities and the differences of the classifications of
2012).
materials and what separates them (VCSSU044).
Vocabulary: The vocabulary and language used by the students needs to also be taken
into consideration. Paying attention to which adjectives are being used. Ideas will be
b- Teaching approach chosen:
recorded on butchers paper assess the learning, and used as a reference to refer back
The teaching approaches chosen for this lesson are both indigenous
to in future learning.
knowledge and multicultural understanding. They were chosen as
the basis of the unit has a large influence on culture (Appanna,
2011). Providing students with the opportunity to begin to compare
and contrast the culture of Indigenous Australians with that of their
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own, which creates a foundation for future learning for the unit
(Rich, 2012).

d- Specific and detailed activities (600 words)


(In terms of what the students will do)
Introduction/Tuning In:
Read picture story book Welcome to Country to introduce the ideas behind the Australian Indigenous culture.
Discuss what students saw in the pictures.
Did you see anything new? Or different? Something you have or havent seen before?
Students ideas will be recorded on a mind map.

Taking it further:
Students will take part in a group activity, sitting in a circle, educator will sit in the middle with the feely box, where they will be introduced to a range of materials including
the following:
Bark
Paper
Stones
Dirt/Mulch
Clay
Leaves
Sticks
These materials will be placed into a box, and in turn, students will be allowed to place their hand in and use descriptive language to express what they think may be inside of
the box.
For example:
What does it feel like?
Is it dry?
Is it wet?
Is it sticky?
What do you think it could be?

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What gave a clue to make you think that it might be that particular item?
Once students have established what each material is, they will then be able to draw upon their prior knowledge to discuss what they may think the materials could be used.
Students will be encouraged to think about what they saw in the picture book read to them at the beginning of the lesson to give them ideas for what the materials may be
used for.

Their ideas will be recorded by teachers on butchers paper, and then discussed.

From this students will be broken up into smaller groups and be given one specific material.
With this students will be drawing what it is, where they may see the material, how it may change, what it can be used for, its environment and any other factors that they know
about it.
This is extending their understanding by physically drawing their thought processes while justifying their drawing.

The drawings will be collected by educators and added to their science journals, which will be given to students in the coming lessons.

Using concrete materials that students can see, feel and manipulate allows them to visualise what each material will be used for, therefore appropriate for visual
learners, students who have English as a second language as well as learners who require meaningful discussion to be able to grasp ideas and concepts.
The progression of tasks throughout the lesson allows students to apply their prior knowledge, and new knowledge to influence their ideas and reflect on their learning
by the end of the lesson.
The ability to draw the facts they have learned about the material in particular allows a physical copy of their learning that can be used to reflect back on in the future.
Enable:
To enable this activity we will allow the student to remove the item from the box and observe the object outside of the box.
This will allow them to use more than one of their senses and have the ability to visualise and touch the object to describe its observational properties.
Extension:
For an extension activity we will ask students to regroup the items in a different way, categorising them by their use. Grouping the items into what they could be used
for (referring to the book)
Sticks, cardboard, wood - used as housing/fire. Cotton materials as clothes etc. Linking the thinking towards the next lesson.
Then writing these findings on the butchers paper as well having a physical reference of the learning and a way to compare the 2 groupings.

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Lesson plan: Session 2
Name: Jessica Kotevski

Name of the school: St Marys primary School, St Kilda East Year Level: Foundation
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c. Assessment to be collected: (Students work
a. Learning Outcomes samples/observations/rubrics)

Observations
This lesson will provide students with the opportunity to engage
Observations will be taken throughout the duration of the lesson.
with the Australian Indigenous culture. They will explore and
Science Journals
group materials on the basis of observable properties such as
Science journals will be incorporated within the assessment phrase to keep
characteristics, texture, colour and flexibility (VCSSU044).
log of activities students engage with within their science classroom.
Students will engage in critical thinking, whilst they consider how
Keeping science journals encourages students to closely observe and
the materials can be used for shelters, objects and things within
record their findings through various mediums (writing, drawing, measuring,
the Aboriginal culture (VCSSU044).
labeling diagrams, taking photographs etc). By incorporating this form of
assessment students will begin to observe and record as a natural part of
b. Teaching approach/ strategies chosen: their science class experience (Ruiz- Primo, Li, Ayala & Shavelson, 2004).

Indigenous Knowledge They will begin to describe different problems they may be trying to solve,

Indigenous knowledge is the chosen teaching approach for this various procedures they use, observations they make, their interpretations,

unit of work. It establishes a link between Western science and conclusions and lastly, their reflections (Ruiz- Primo, Li, Ayala & Shavelson,

Indigenous perspectives, outlining fundamental skills and 2004). Overtime, this knowledge and understanding will increase, providing

knowledge that are essential when exploring the Indigenous students with the skills and confidence to undertake various scientific

culture (Appanna, 2011). concepts that will be explored now, and in the future.

Roving conference The incorporation of this assessment tool also allows educators to assess

A roving conference allows the educator to observe from afar, student understanding and provide constructive feedback. (Ruiz- Primo, Li,

gathering information about their learning. This less explicit Ayala & Shavelson, 2004). Feedback is a significant part of any

approach enables student discovery and encourages assessment. It refers to verbal and non- verbal communication, whereby the

independence. educator provides important information regarding the ideas and actions
presented by the student (Taylor & Nolan, 2008). They will respond, probe
Think pair share
and challenge entries, and ask for elaborations to further students thinking.
Think-pair-share is a collaborative discussion strategy (Kaddoura,
Research indicates a positive connection between constructive feedback
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2013). It encourages problem-solving skills and observation, as given by the educator and students learning outcomes (Ruiz- Primo, Li,
students communicate their thoughts to a partner. By presenting Ayala & Shavelson, 2004).
a thought out loud, students will then immerse themselves in
analytical reasoning, promoting an environment of motivated and
confident learners (Kaddoura, 2013).

See think wonder


See think wonder is a teaching strategy that helps deepen
student comprehension. It is used during this lesson to
encourage students to look more carefully at the materials, before
they make any inferences about them.
Specific and detailed activities

Topic: Exploring Materials

Introduction/ Tuning In:


Students will be asked if they can recall information about the book Welcome to the Country by Jo Murphy and Lisa Kennedy. The educator will lead a
brief discussion, addressing examples of materials that were evident within the book. This discussion will revisit students understanding of Indigenous
Australians and the natural materials that are used within their culture.
The educator will present students with a range of different materials. They will reinforce the idea that the materials are natural and have been
particularly chosen because they are closely related to the Indigenous culture. They will highlight the importance of how the materials have not been
manufactured, therefore do not pose any threat or harm to the environment.
Some materials include:
-Bark
-Rocks
-Paper
-Sticks
-Material/fabrics (cotton, wool, silk)

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-Clay
-Straw
-Grass
-Leaves
-Sand
-Sticks
Students will be prompted to feel the texture, look at the characteristics and think about what it could be used for. They will have the opportunity to roam
around the room, feeling, playing and manipulating the materials to begin with.
Students will participate in a See- Think- Wonder. The educator will prompt this discovery by asking questions such as:
- What does it feel like? Rough? Smooth? Dry? Wet? Sticky?
-What does it smell like? Does it have a smell?
-What does it look like? What kind of colours does it have? Is it big? Or small? Is it rounded? Or rectangular?
-I wonder what they could be used for?

Development:
The educator will introduce students to three different hoola- hoops that will be laid out on the floor. The educator will make clear that the three hoola-
hoops represent three different categories.
Students will need to classify the materials that they had previously observed into three different groups. They will be encouraged to group the materials
according to the properties/ characteristics.
Before commencing, the educator will ask students the same questions as before:
- What does it feel like? Rough? Smooth? Dry? Wet? Sticky?
-What does it smell like? Does it have a smell?
-What does it look like? What kind of colours does it have? Is it big? Or small? Is it rounded? Or rectangular?
-I wonder what they could be used for?
These questions will assist students in forming three different categories for their materials
Students will work collaboratively to place materials in desired groups. The educator will engage in a roving conference to help guide and assist the
students.

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Once completely, students will be briefly asked about why they decided to place each material in each group. They will be encouraged to argue why
some may be the same and why some are different.
Students will be introduced to their individual Science Journals. They will be instructed to write down the title, Exploring Materials and the date. The
educator will model this on the whiteboard.
Students will copy this diagram into their science journals for future reference.
Consolidation:
Students will be given the opportunity to think about all the different ways these materials can be used by Aboriginal Australians. The educator will
reinforce the idea of thinking about what their houses, their clothing, weapons, baskets and decorations could be made of.
The educator will then ask students what they think would happen to the materials if it began to rain or if it was very windy. Students will then participate
in a think- pair- share. They will be given a moment to think about the materials and how they may change depending of certain weather conditions.
They will then turn to a partner and share their ideas before sharing their thoughts with the rest of their peers.
In groups, students will observe the changes within a variety of materials. They will use a spray bottle with water to depict rain and a fan to depict wind.
If the material alters in shape or form students will write down a smile on their paper, if the material doesnt change they will write down a frown. The
educator will guide students through this phrase of the lesson.
Closure:
The educator will then bring students together in a circle on the floor. Taking turns, students will describe the changes they observed. They will discuss
what happened to the materials when rain and wind was introduced. The lesson will conclude when students decide on the best material.
Enable:
Students will verbalise their understanding. They will discuss their ideas about what they believe their chosen material can be used for with a partner/
educator.
Extend:
Students will be encouraged to write down the names of the different materials they have observed.

Lesson plan - Session 3


Name and Surname: Nathalie Fredes

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Name of the school: St Marys Primary School Year Level: Foundation

a- Learning outcomes: c- Assessment to be collected: (Students work


samples/observations/rubrics, etc)

At the conclusion of this lesson, the students will understand what Graphic Organiser See Appendix
materials their own house is made of.
Within this lesson, students work samples will be collected for assessment of
At the conclusion of this lesson, the students will demonstrate the skills student learning. Students will be assessed on the materials they identify and
of observing, questioning and analysing the materials their own homes record about their own home, on the given graphic organiser. Students will be
have compared to the materials of the homes belonging to Indigenous assessed on their ability to not only identify the types of materials but also the
Australians. Furthermore, students will be able to identify similarities and properties of these materials.
differences between their culture, when focusing on the use of materials.

Students will also be using scientific vocabulary including but not limited
Using a graphic organiser as an assessment tool to evaluate student learning is
to: plastic, wood, glass, hard, soft, etc, to describe the properties of the
effective when incorporated into a science lesson (Williams-Rossi & Campbell,
materials.
2012). A graphic organiser is highly useful to determine the science vocabulary (i.e.
types of materials and their properties) that a student knows and understands
(Williams-Rossi & Campbell, 2012). The assessment tool is most appropriate for
Victorian Curriculum (VCAA, 2016):
learners who are simultaneously learning the English language (Record, 2015;
VCSSU044 Objects are made of materials that have observable
Williams-Rossi & Campbell, 2012). When assessing student learning, a teacher will
properties,
be able to easily identify any misconceptions a student has in relation to what a
VCSSU045 Everyday materials can be physically changed or material is and what a property of a material is (Williams-Rossi & Campbell, 2012).
combined with other materials in a variety of ways for particular
purposes.

b- Teaching approach chosen:

Indigenous knowledge is the teaching approach chosen for this lesson. It


is reflected in this lesson through both the learning outcomes and the
structured activities. This lesson focuses on introducing the Indigenous
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culture to students to gain an understanding of how their own lives
compare to lives of Indigenous Australians, which closely links to the
aims of the intercultural capability (VCAA, 2016). Not only are students
identifying these commonalities and differences, but in doing so, they can
draw connections between their own cultures and the culture of
Indigenous Australians (Appanna, 2011; Rich, 2012). This reinforces the
idea of an interconnected world, where students can value and respect
diverse cultures (VCAA, 2016).

d- Specific and detailed activities

Materials:

Whiteboard

Graphic Organiser See Appendix

Printed Photos (ABC, 2017)

My Place website 1788 (ABC, 2017)

Introduction/ Tuning In: 10 minutes

Using technology, navigate through the following website - http://www.abc.net.au/abc3/myplace/narrowband/1788/bedroom.htm, showing students a visual
representation of how Indigenous Australians used to live in 1788.

Navigate through the website, reading each of the following sections aloud: Living Space; Outdoor Space; Community Tree. Allow sufficient time for students to
view the images of the shelters.

Development: 10 minutes
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Display all photos in printed format, from the website on the whiteboard for direct comparison. Ask the following questions to begin a class discussion:

1. What did you see in the photos? What did you notice?

2. How can we describe what their (Indigenous Australians) homes looked like?

3. What materials did they use?

4. Have you seen these materials before? Can you give me an example of where you have seen the material?

Ask students to close their eyes and visualise what their own homes look like and after a few seconds, ask the following question:

5. What is different about their homes compared to your own home? Why do you think this is so?

Record student responses on the whiteboard using a graphic organiser template.

Use student responses to these questions to illustrate what is expected of them for the following learning activity.

Note: Allow waiting time for answering each question.

Consolidating: 20 30 minutes

Students independently complete the graphic organiser provided by illustrating their own home and identifying the materials used along with its properties.
Students label their pictures.

Enabling: Students can verbally describe the materials and/or properties of their home to a pre-service teacher, in which they can act as a scribe.

Extension: Students can complete a Venn diagram to identify the similarities and differences between their own homes compared to the homes belonging to
Indigenous Australians as shown in the website links, focusing on the materials and their properties.

Conclusion: 10 minutes

Students can verbally share their work (graphic organisers) by describing their own homes, which can further demonstrate the commonalities and differences of
the students homes.
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Rationale of Teaching Strategies:
Questioning is an effective teaching strategy used for learners with English as an additional language (EAL). It supports the relationship between the teacher
and student, particularly for EAL learners of any age and therefore questioning should be incorporated in the planned activities (Sun, 2012). It encourages all
students including EAL learners to participate in the lesson through direct engagement (Sun, 2012). However, it is imperative to have sufficient waiting time for
answering questions in order to best support EAL learners (Sun, 2012).

A graphic organiser has been used within this lesson to encourage students to capture and reflect on their ideas, and transfer this knowledge of materials and
properties (Record, 2015). Furthermore, the use of a graphic organiser as a teaching strategy as well as an assessment tool, allows students with intellectual
disabilities to be successful learners due to its clear visual format (Record, 2015). Consequently, using a graphic organiser builds a student's scientific literacy
(Williams-Rossi & Campbell, 2012).

Lesson plan: Session 4


Name and Surname: Despina Ikosidekas

Name of the school: St Marys School - Saint Kilda Year Level: Foundation
East

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Learning outcomes: Assessment:

- Throughout the lesson, students will continue to Students will be assessed in this lesson by:
develop an understanding of how Indigenous
Australians lived off the land for many years 1. Observation checklists-
(Broome, 2010). - Educator will observe each childs knowledge of their learning by discussions in their group work
- Students will be learning to distinguish and individual discussions with each child. Using this information the teacher records standards of
observable properties represented in materials learning onto a running record in which identifies what level of understanding each particular
(VCSSU044). student has achieved.
- Students will investigate and identify how - A well-annotated checklist identifies learning objectives and the learning of the student at the time
materials can be combined together, changed of observation in which can be used for final overall assessment (Brookhart, 2006). The
and remade to form their constructive shelter observations associated with the items on the checklist allow the teacher to have a clear sense of
(VCSSU045). what the student is able to do at a specific moment of time
- Whilst the educator undertakes this assessment, students will be questioned about their
understanding; why did you decide to use these materials to make your shelter? Why do these
materials need to be together to make your shelter work? Can you explain what this material does
and why it has been added to your shelter?
- Listening to the justification in the sharing time of the lesson will assess students knowledge and
understanding about Indigenous/ Multicultural teaching approach.

b- Teaching approach chosen:


- The teaching approaches chosen for this lesson Work samples-
are indigenous knowledge and multicultural - Students will also be required to hand in their draft of their shelter, which will also be used as a
understanding. contribution to their final assessment.
- Throughout the lesson, Western and Indigenous - Students work will be observed as evidence of learning, as a means of providing classroom
perspectives have been a main focus of teaching based performance and instruction (Herman, Heritage & Goldschmidt., 2001).

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science perspectives in the classroom (Appanna,
2011) allowing students the opportunity to learn
about Indigenous Australians and how they lived
on the land many years ago.
- By using science to expose students to other
perspectives, it broadens their understanding of
their world by exploring the Indigenous culture.
Combining both perspectives of science and
Indigenous perspectives also increases student
awareness of the Indigenous community
(Appanna, 2011; Rich, 2012).

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d- Specific and detailed activities
Materials:
- Glue
- Paper
- Natural materials found in the environment (sticks, tanbark, leaves etc.)
- Paint brushes

Introduction/ Tuning In:

Students will participate in a group discussion.


- Sitting in a circle students will be asked to contribute their prior knowledge and understanding about what has already been learnt in the science unit.
- Educator will facilitate the discussion and ensure that there is a fair distribution of student involvement.

Educator will then pick up some of the concrete materials that have been brought in and ask students to briefly comment on the materials/items.

Provide prompting questions to enable students to connect their ideas and understanding:

- How can we describe this material using descriptive language? (Refer to lesson 1 brainstorming).
- Who can suggest what material could be added to this one to create something that could be used for survival?

Taking it further:

Educator will explain the task of the lesson - Survival Shelter

Students will be asked to put on their thinking caps and pretend they were living in the times of when our original landowners, being Indigenous Australians were
living on the land

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- What kind of things would you need to survive?
- How would you use these materials we have just explored?
- How did they create their homes, beds and other items to survive?
- Why did Australian Indigenous people need these types of materials to survive?

1. Students will work individually.


2. Students will be required to plan and draw on a piece of paper what their shelter will look like.
- Prompt students to think about what materials work together, in terms of their relationship to one another.
- Students will need to think about what materials were used by Indigenous Australians and incorporate these ideas into their design.
- By allowing students to engage in this task, students with additional needs, visual learners and ESL students are given the opportunity to see, feel and
touch materials, therefore students who may have additional are still able to gain some level of understanding of the task.

3. Once they have finished planning and the educator has viewed their work, students will then be required to use the natural materials to stick on the
natural materials to add texture and reality to their work.
4. This will be their final piece of work for the unit and used for assessment.
- Other pre-service teachers will be assisting students where necessary.
- Their shelter may not be completed given the short amount of time, however students will given the opportunity to use materials and explore their
characteristics.

Extension:

- For an extension activity (groups who have completed their shelter), students will be asked to create items that can be added to their shelter. Examples of

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these items could include:
- Bedding, items that are needed to collect food

Reflection:
- To conclude the lesson, students will be bought back to a circle on the floor.
- Groups will be asked to share their design and creation of what they have made.

References

Appanna, S.D. (2011). Embedding indigenous perspectives in teaching school science. The Australian Journal of Indigenous Education, 40, 18-22.

Brookhart, S. (2006). Multiple Measures in Classroom Assessment. Proven Programs in Education: Classroom Management & Assessment, 16-19.
doi:10.4135/9781483365633.n4

Broome, R. (2010). Aboriginal Australians: A history since 1788. (4th ed.). Crows Nest , NSW: Allen & Unwin.

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Dawes, L. (2012). Talking Points: Discussion Activities in the Primary Classroom. New York, NY. Routledge.

Herman, J. L., Heritage, M., & Goldschmidt, P. (2001). Guidance for Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation
Systems (Extended Version). PsycEXTRA Dataset. doi:10.1037/e685252011-001

Kaddoura, M. (2013). Think Pair Share: A teaching learning strategy to enhance students critical thinking. Educational Research Quarterly, 3- 23.

O'Donnell, A., & King, A. (2014). Cognitive Perspectives on Peer Learning (Rutgers Invitational Symposium on Education Series). Hoboken: Taylor and
Francis.

Rich, N. (2012). Introduction: why link Indigenous ways of knowing with the teaching of environmental studies and sciences? Journal of Environmental
Studies and Sciences, 2(4) 308-316.

Ruiz-Primo, M.A., Li, M., Ayala, C., & Shavelson, R. J. (2004). Evaluating students science notebooks as an assessment tool. International Journal of Science
Education, 1477-1506. doi: 10.1080/0950069042000177299

Taylor, C. & Nolen, S. (2008). Classroom assessment: Supporting teaching and learning in real classrooms. Merrill Prentice Hall: Columbus, Ohio.

Victorian Curriculum and Reporting Authority (n.d.). Science: Foundation. Retrieved from: http://ausvels.vcaa.vic.edu.au/

Appendices
Session 3 Work Sample

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Adapted from: Spring12ELL (2017). Graphic Organizers. Retrieved from https://spring12ell.wikispaces.com/Graphic+Organizers

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Session 4 Assessment Checklist
Student Name: Able to differentiate and group Uses ideas related to how Aboriginal Other Comments.
types of materials Australians lived on the land

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments

YES NO Comments: YES NO Comments:

YES NO Comments: YES NO Comments:

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