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Culture Tradition and Native Plants, Stage 3 By April Elliott and Anna Luedi

CLASS SITUATIONAL ANALYSIS
Geri Geri K-6 Public School is located in Katoomba, NSW in a low socio-economic area with a high aboriginal population. Our Grade 4 class is
comprised of 24 students, 11 boys and 13 girls, with around 50% from aboriginal backgrounds. Parents of students attending Geri Geri have little
involvement in their childrens education due to negative communication patterns between the school and families (Productivity Report, 2012). To
cater for the large aboriginal population in our class, we attempt to closely relate school content to their heritage and make indigenous knowledge a
priority in our teaching (Department of Education and Training, 2005).
Three distinct ability levels are present in the classroom; G&T, average and low ability. Most students are of average ability and progress through the
curriculum content at the same pace as other students in their age group. Common learning styles in the classroom are naturalist, kinaesthetic and
visual/spatial. Individual education programs (IEP) are put in place for two students with disabilities.
The school identifies students as gifted using both IQ tests scored as outlined by Gross (2000) in collaboration with Renzullis three-ring conception of
giftedness (Renzulli In Baum, Reis & Maxfield, 1998). Matthew and Andrea are the two highest achieving students in this Grade 4 class. Andrea is
moderately gifted (IQ 137) and Matthew is highly gifted (IQ 152). Both achieve above average for several KLAs. Matthew has only recently joined the
classroom and had previously not been identified as a gifted student. His peers view Matthew as stubborn and bossy, which has resulted in isolation
during group tasks and play time (Gore & Amend, 2007). As suggested by the Department of Education, South Australia (2012) flexible grouping has
proven helpful for Matthew to develop both social and academic skills effectively. Matthew particularly enjoys sequencing activities and debating.
Andrea had been identified since Year 1 and has been monitored and extended throughout her schooling thus far. Research demonstrates that
acceleration of gifted students can be a positive step in avoiding cognitive regression, which is why staff and parents agreed to accelerate Andrea in
subjects of her interest such as creative arts (Government of South Australia, 2012). Andrea continuously demonstrates a high sense of moral
awareness and maturity beyond her years (Government of South Australia, 2012).). She enjoys supporting Kasey, a student with Down Syndrome
during group work and tries to include her in play during lunch time. Although Matthew and Andrea are the only students who are identified as gifted
another two students join the extension groups in Mathematics and English.
Two students in the class have disabilities. Both students receive government funding and special education teachers are available to them twice a
week for 60 minutes. Natasha has a slight hearing impairment due to constant relapses of middle ear infection during infancy (Sydney Childrens
Hospital, Randwick, 2013). Natashas hearing impairment, although slight and mostly corrected with a hearing aid, has resulted in delayed verbal
communication skills (Truax, Foo & Whitesell, 2004). Her preferred learning styles are visual-spatial and kinaesthetic. Recently Natasha has
demonstrated a keen interest in improving her reading and writing skills as she recognises these as a means to communicate ideas efficiently. Due to
her disability, Natasha can be quite shy and has therefore become somewhat socially isolated in the class (only maintaining relationships with a few
friends). The integration of Indigenous Knowings aims to increase Natashas sense of belonging, and in turn, positively boost her self-esteem (Beck &
Malley, 2003).
Kasey has moderate Down Syndrome. As is often the case with children with Down Syndrome, Kasey has poor fine motor skills, poor verbal
communication skills and consistently achieves below average on set outcomes (Down Syndrome Education International, 2014). Kasey enjoys


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creative arts, especially drama and visual art. Her preferred learning styles are also visual-spatial and bodily/kinaesthetic. Kaseys special education
teacher has focused a lot on her personal interest in these subjects and has successfully motivated Kasey to increase her communication skills
(Department of Education, 2012). The lower ability group for English in this Year 4 class does not only consist of Kasey and Natasha. Other students
are also achieving below average on set outcomes and have been targeted for teacher support.

UNIT OF WORK OVERVIEW
Aim and Description- This unit guides students through an investigation of native plant life in their local environment in Katoomba. This includes
exploring preferred habits, needs and traditional uses by the local Indigenous nation (the Gundungarra people) to form a cultural lense through which
they can strengthen environmental connections and develop a passion for native conservation. The delivery of content is integrated and differentiated
in a way that echoes principles of the Aboriginal eight ways of learning model devised from Indigenous Knowledge. This structure approaches
learning through a variety of different learning styles such as expression through signs and symbols (visual/spatial), non-verbal communication
(body), sharing of personal experiences (self), links to the land (naturalist) etc. (Aboriginal Knowledge and Practice Centre, 2014). Making the links
between these two models in the classroom will serve to facilitate a growing respect, pride, acceptance and understanding of Indigenous culture and
the identity of students with Aboriginal heritage in the classroom Aboriginal perspectives are not found in Aboriginal content, but Aboriginal
processes (Aboriginal Knowledge and Practice Centre, 2014, p.1).
Rich Task: The focal rich task for the unit is a design process in which students will collaborate to plan the construction of a school Bush Tucker
garden. This project is beneficial as it makes strong links between the macrosystems, ecosystems and microsystems of students (Berk, 2011). Geri
Geri public in Katoomba is located next to extensive stretches of national parks that are being conserved by many local groups. The design and
creation of a School Bush Tucker Garden is a practical way in which students can actively participate in this community project within the school
environment. As the majority of students are of Aboriginal background, this project allows them to explore (alongside their peers) links to the local
land and native plants providing valuable insight into the culture of the Gundungurra tribe past and present. The design/construction task allows
students to harness these concentrated, ancient Indigenous knowings to inform and add depth to their designs (Yunkaporta, 2009).
Furthermore, this rich task is integrated and differentiated in a way that allows students to express and experience learning through a variety of
mediums (UNESCO, 2004). In particular, differentiation based on a Blooms Taxonomy/Multiple Intelligences matrix will allow students to harness
their personal learning strengths and preferences to actively participate in an evolving learning spectrum from low to high order thinking. For lower
level students (including Natasha and Kasey) this variety of activities will make the curriculum accessible by supporting them to actively contribute to
the class project despite cognitive delays. The design process will encourage gifted and talented students extend and take on instructional leadership
roles. This will respectively boost engagement, confidence and a sense of self worth (Noble, 2004). The design of this rich task also serves to more
firmly establish a sense of belonging in the classroom as students work alongside their peers towards common goals and outcomes (especially
targeting students with poor social skills, such as Matthew) (Margetts & Woolfolk, 2010). ICT resources are somewhat limited (six computers and one
IWB) in the classroom. To compromise for this, the unit has been designed to include a weekly blog entry, constructed collaboratively with the whole
class, as a way to document progress through the unit on an interactive platform featuring a variety of student produced media
Assessment - Formative assessment of listed outcomes will include informal observations and continuous formal records such as check lists,
anecdotal notes and students work samples. Summative assessment will include design and construction rich tasks, marked against specific rubrics
(Spendlove, 2009).


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TEACHING SEQUENCE SAMPLE WEEK (6): HOW WILL WE IDENTIFY WANTS, NEEDS AND LIMITATIONS FOR OUR GARDEN DESIGN?
T Outcomes Teaching & Learning Strategies Assessment Resources
30
m


20
m


20
m

10
m
MA2-18SP

MA2-18SP
(d, c & e)




CUS2.3

CUS2.3
(a, b & c)

- T distributes collected survey samples (Appendix 3) among table groups (six groups
of four). Each S reads given answers from at least two different surveyed persons. Ss
tally and translate survey data into a table on A3 size butchers paper.
- T leads whole class to pool the data from each table into a large table on the IWB. Ss
discuss the information provided by these results with a particular focus on evident
perspectives and how these perspectives may influence preferences
- Individually, Ss annotate their allocated survey answers, describing the traditional uses
of plants identified as favourites by the surveyed persons and speculating reasons why
particular answers may have been given.
- In a whole class summary task, T and Ss jointly construct a list of the five bush tucker
plants that featured most dominantly as a favourite in the survey and share possible
reasons for their popularity (stemming from individual annotations). Pending availability,
these plants will be featured in the final Bush Tucker Garden Design.
(E - LM, L, P - DR, NV, SI)

Mod: K works with support T for 60min to assisting decoding of results and
communication during discussions. T maintains acceptable noise levels and allocates
Ns group to the far table to avoid muffling. Con: Uses data from 8 surveys to generate
table. Ex: Investigates fractions and ratios present in their table.
- T observes and marks
of group table features
(eg. headings, logical
categories etc.) (MA2-
18SP a & c).

- Formative
observation of S
contributions to whole
class discussion using
anecdotal records
(CUS2.3 a)

- T observes how Ss
synthesise and interpret
survey results during
summary task
(MA2-18SP d) (CUS2.3
b).
Collected
surveys

Butchers
paper (one
piece per
group)

IWB

15
m

35
m





25
MA2-18SP
MA2-18SP
(c & d)
ENS2.6
ENS2.6 (b
& c)
- T leads Ss around school to collect final results of the science experiment (set up in
Week 2) that looked at what environments around the school plants grow best in.
Specific data will be collected by homogenous science groups allocated to each area.
- T and Ss return to classroom. T models how to convert raw, weekly data by entering
results from the control plant into Xcel to produce a linear graph. Ss then proceed to
work in their groups to produce linear graphs that show the measured growth of their
plants over the four-week period.
- T leads groups to compare their graphs with the control graph (displayed on the IWB)
and analyse results by considering factors such as the humidity and sunlight exposure
of each location. Ss engage in group discussions to record conclusions from the data
about what environmental conditions are best for native plant growth.
- Ss work together to create a short Plant Doctor Skit in which their potted plant will be
used as a prop. In this scenario the plant is the patient and Ss take on roles as doctors
- T purposefully roves
around the classroom
during group tasks,
marking off evident
teamwork skills in
checklist format
(ENS2.6 c).
- T collects and
assesses group
conclusions focusing
specifically on the
validity of their
statements based on
data evidence
Group clip
boards with
weekly
growth log
Measuring
tape
IWB
Computers
(one per
group)
Collected
potted


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m and nurses discussing. The dialogue will provide commentary about growth or health
changes, speculation about causes and a doctors recommendation for further or
continued care (eg. ..an extra dose of sunlight for the next few weeks).
(C - LM, SP, N, B LL, DR, SS).
Mod: K is provided with step-by-step scaffolding and buddy support to generate Xcel
graphs and relevant lines during skit. T maintains acceptable noise levels and allocates
Ns group to the far table to avoid muffling. Con: Graph displays data collected over four
weeks. Ex; Graph extends into future weeks, with Ss making predictions about
continuing growth or decay.
(MA2-18SP d).
- T observes S skits,
noting disclosure of
knowledge about plant
needs (formed through
data analysis) through
dialogue (MA2-18SP d).
plants from
experiment
15
m

40
m





15
m

15
m
MA2-5NA
MA2-5NA
(a, c & d)

ENS2.6
ENS2.6
(b, d & e)
- T leads Ss in a whole class brainstorm about what costs will be involved in the garden
construction to produce a list of objects and materials to be purchased
- Ss move into homogenous Math groups. In their groups, Ss engage in a catalogue
scavenger hunt for gardening equipment (groups are also allocated time slots
throughout the lesson to source online prices). Groups work within a set budget to
purchase the two assigned necessary items and materials, alongside wanted items with
left over money. Compare their cost across catalogues and stores. On butchers paper
the group creates a table with the items and their cost listed
- Groups present to the whole class their table and compare their findings with other
groups. As a class, Ss decide on which cost analysis worked best and what shops to
utilise.
- Ss create a care plan for their bush Tucker garden. Two Ss will care for the garden per
day and take their kindergarten buddies to teach them about caring for the garden
(E L, LM, P LM, DR, CL)
Mod: Special needs teacher present for 60 min to assist N with written and verbal
communication. K creates an individual collage of one item and its cost from different
catalogues. Con: Two assigned items/materials for investigation. Ex: All necessary
items/materials sourced to fit within entire budget scheme.
- T observes S
contributions to class
discussion about care
plan and roster
(ENS2.6 b & c)

- T collects work samples
as formative assessment
of addition / subtraction
skills (MA2.5NA c & d)

- Summative
assessment of group
budgeting plans and
presentation (recorded
on T phone) against a
marking rubric
(Appendix 4)
(MA2-5NA a) (ENS2.6 e)
IWB

Catalogues
from local
gardening
stores

Computers

Butchers
paper (one
piece per
group)

10
m


20
m
ENS2.6
ENS2.6 (a,
b & d)
EN2-7B
EN2-7B
- T leads Ss in a reflection of unit work this week. Prompt questions will include: What
types of data have we analysed? What conclusions have we made so far about what
our Bush Tucker Garden needs, what the school community wants and what limitations
we have? T makes reference to retrieved pot plants and graphs as visual recall stimuli.
Ss work in heterogeneous groups of four to brainstorm and record how this information
can inform the decision making process (including identified wants, needs and
limitations). Ss will allocate the roles of motivator, recorder, facilitator and clarifier
- T creates anecdotal
records to assess
expression during
group tasks.
Commentary will
specifically focus on S
ability to respond
constructively to ideas
Butchers
paper (One
piece per
group)
Markers
IWB


5


30
m



10
m
(d)
MA2-18SP
MA2-18SP
(d)
within groups and report these allocations to the T.
- S will stand and present their findings to the class, with each member sharing at least
two different ideas from the brainstorm. As Ss present, the T adds key ideas p into a
synthesised Design Criteria on the IWB, leading Ss to refine ideas using evaluative
language to make outcomes more specific and/or measurable.
- The current blog team is provided with the criteria to publish online. Ss write down
something they have found interesting this week on a post it note and place them in the
Blog Box. Publishers sort through these to compose the weekly summary.
(A N, P, S LL, CL).
Mod: K and N prompted with visual stimulus. K allocated as motivator in a group with
Andrea. Reads one idea from brainstorm. Con: Shares two synthesised ideas from
brainstorm. Ex; Shares ideas reflecting on potential pros and cons of ideas.
presented by peers
(EN2-7B d).
- T will assess
presentations using a
rubric assessing
awareness of multiple
perspectives and data
based conclusions to
identify relevant wants,
needs and limitations
(ENS2.6 a) (MA2-18SP
d).
Computer
(For Blog
Publishing
Team)
Post it
notes
15
m

5
m

30
m


10
m
ENS2.6
ENS2.6
(d & e)
EN2-1A
EN2-1A
(c & d)
MA2-18SP
MA2-18SP
(d)


- T leads Ss through a reflective Power Point that provides summative information about
each site, accompanied by a photograph. (Weather permitting, this activity could be
undertaken whilst visiting the site, with Ss making final observations).
- T reinforces expectations of conduct during debate; To respect different opinions, take
turns and make links to solid evidence (eg. Data and Survey Results). For each of the
design criteria, Ss engage in a whole class debate about how they would rank the
different site candidates in relation to individual criteria. Depending on final ranking, the
sites receive corresponding points for each criterion (eg. Sites ranked 1
st
would receive
5 pts, 2
nd
4 pts. Etc.) T selects one S for each criteria to be in charge of dragging and
dropping photographs on the IWB.
- Final points are tallied to identify the site that best matches the criteria overall. In
response to this decision, Ss think, pair and share to discuss whether they think the
criteria was successful in identifying the best Bush Tucker Garden Site. For criteria it did
not score particularly well in, what elements be included in the design to compensate?
(E N, P LL, CL).
Mod:. T maintains turn taking structure for sound clarity and places Natasha in the
middle of the class space. K is supported by T to generate and articulate opinions. Con:
Contributes/responds to one or two evaluative statements during debate. Ex; Records
minutes of ongoing debate, from which general class opinion summaries will be
composed and shared to affect final rankings
- T observes S ability to
justify perceived site
value by expressing
opinions based on
compared data evidence,
cultural perspectives and
peer contributions
(ENS2.6
d & e).
- T observes class
conduct during debate to
assess their
understanding of
cooperative and critical
roles (EN2-1A d).


Clip boards
for each
student
Paper
Photos and
facts
associated
with each
potential
site
inserted
into a IWB
Pressie.


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Unit Evaluation Questions
1. Did the excursion effectively lead into the rich learning tasks in the classroom?
2. Was the weekly class blog exercise an accessible, reflective tool?
3. Did the design rich task effectively facilitate Aboriginal perspectives?
4. Did assessment tasks allow for different learning strengths and weaknesses?
5. Were KLAs integrated in a way that authentically enhanced learning?
6. Did the construction process effectively reinforce concepts explored during design?
Unit Key
Blooms: R = Remember, U = Understand, AP = Apply, A = Analyse, E = Evaluate, C= Create.
Gardners: L = Linguistic, LM = Logical/Mathematical, SP = Spatial, B = Body/Kinaesthetic, M = Musical, N = Naturalistic, P = Interpersonal, S =
Intrapersonal.
8 Ways of Knowing: SS = Story Sharing, CL = Community Links, LL = Lank Links, LM = Learning Maps, NV = Non-Verbal, SI = Symbols and
Images, NL = Non Linear, DR = Deconstruct/Reconstruct.
Differentiation: Mod = Modified, Con = Consolidation, Ex = Extension, N = Natasha (Specialised hearing/language support), K = Kasey (Down
Syndrome).
Formal Assessment
Informal Assessment










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Teaching Philosophy
McGrath and Noble (2010) identify mutual respect, interdependence, cohesion and accountability as effective characteristics of teamwork. As a
significant member in the support networks of students, I endeavour to extend my professional knowledge and practice by facilitating positive
interactions between students, peers, staff, families, community members, external professional and myself driven by these qualities. The inclusion of
a weekly blog entry to track class progress throughout the unit is a prime example of a positive exchange platform. Families are provided with
invaluable insight into classroom learning, which they can utilise to extend knowledge by making authentic connections within home and community
contexts (Berk, 2011).
Discovering local resources through research and inquiry also serves to inaugurate valuable connections between the school and community groups
such as Muggadah Indigenous Tours and members of the Gundungurra nation (who are responsible for the Prince Henry Nature Walk Excursion)
(Muggadah Indigenous Tours, 2014). Professionally collaborating with individuals, groups and organisations that possess unique skills and
knowledge can prompt active, meaningful transfer into the learning space (Teaching Standard 7.4.1, AITSL, 2014).
Differentiated instruction can be effectively implementing by integrating frameworks that utilise alternate mediums and methods that allow students to
effectively engage with and demonstrate learning. Frameworks evident in this unit include the Blooms Taxonomy/Gardiners Multiple Intelligences
matrix (endorsed by Noble (2004)) alongside the Indigenous 8 Ways of Knowing model (Aboriginal Knowledge and Practice Centre, 2014). Lesson
sequences and activities include a variety of overlapping elements from each framework that are identified by the coloured key. The rich opportunities
for education and success these experiences provide will develop students develop positive self-image as well as sensitivity to different interests,
perspectives and abilities within the class (Noble, 2004). Preventative and proactive measures such as altering classroom layout, scaffolding, pre-
teaching, teacher aide support and buddy systems are also present to support specialised learning needs (Board of Studies, 2014). For example,
Natashas supports for hearing impairment include explicit teacher aide assisted language development, strategic placement during activities and pre-
teaching of key terminology (University of Sydney, NSW, 2013).
Peer interactions within the classroom facilitate the development of flexibility, problem solving skills and social competence as students actively
construct knowledge enriched by the unique contributions of unique students. It is suggested that inclusive settings with students of mixed ability
efficiently cultivate these elements due to heightened student dynamics and a sense of belonging (which consequently cater to social and emotional
needs alongside academic) (Davies, Hallam & Ireson, 2013). However, KLA specific ability grouping can also be beneficial, as students gain support
for basic skills development in other areas whilst simultaneously participating in challenging enrichment tasks (Zevenbergen, 2003). The best
classrooms are those that employ a myriad of instructional arrangements that are constantly modified according to specific learner needs and the
nature of the tasks involved, therefore ability grouping, mixed ability grouping, whole class instruction and pair work all feature within the unit design to
foster diverse opportunities for academic growth and social development (University of Maryland, 2011).
The complexity of individuals and their unique learning styles demands that teaching approaches be constantly evaluated and updated as learners
evolve (UNESCO, 2004). Throughout the unit, assessment is performed using formal, informal, formative and summative strategies to provide a
holistic overview of student progress and achieved milestones. For example, checklists, anecdotal notes and student work samples all track student
progress over the term, reshaping the focus of lessons to address learning needs and providing a vessel for timely and constructive feedback.
Formal, summative assessment (such as the Bush Tucker Garden design task) gauge student ability to synthesise, apply and evaluate concepts.
However, they are not definitive indications of student progress as ongoing assessment strategies may suggest contrasting achievement levels. All of
these methods will be used cohesively as a constant source of reflection so that issues or ineffective methods can be addressed (Spendlove, 2009).


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Appendix 1 - Outcomes and Indicators for Focus Week 6
ENS2.6 Describes peoples interactions with environments and identifies responsible ways of interacting with environments.
(a). identifies issues about the care of places in the community or places of importance to them
(b). plans and implements a strategy for caring for a particular feature or site
(c). identifies processes used by people to design environments.
(d). identifies the different viewpoints that may be held by groups and individuals, including Aboriginal peoples, about land use and care
(e). compares the relative costs and benefits of different technologies used to modify and create environments.
CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and
community identities.

(a) Examines the different perceptions that people living within a community have of that community

(b) Identifies some significant customs, practices and traditions of their local community, beginning with Aboriginal people

EN2-1A Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom and community
contexts.
(a). interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend
ideas and information
(b). understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and
clarifying the ideas of others, summarising their own views and reporting them to a larger group
(c). understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of
address that vary according to the degree of formality in social situations


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(d). understand and adopt the different roles in a debate, eg through experience of formal debates and role-playing
EN2-7B Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts.
(a). describe how audience and purpose impact on language forms and features in imaginative, informative and persuasive texts
(b). examine how evaluative language can be varied to be more or less forceful
(c). discuss how texts, including their own, are adjusted to appeal to different audiences, how texts develop the subject matter and how they serve a
wide variety of purposes
(d). make constructive statements that agree/disagree with an issue
MA2-18SP Selects appropriate methods to collect data and constructs, compares, interprets and evaluates data using displays, including
tables, picture graphs and column graphs.
(a). Identify questions or issues for categorical variables; identify data sources and plan methods of data collection and recording
(b). identify issues for data collection and refine investigations
(c). Collect data, organise it into categories, and create displays using lists, tables, picture graphs and simple column graphs, with and without the
use of digital technologies
(d). describe and interpret information presented in data displays to draw conclusions
MA2-5NA Uses mental and written strategies for addition and subtraction involving two, three, four and five digit numbers
(a). Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents
(b). Perform simple calculations with money, including finding change, and round to the nearest five cents
(c). Calculate mentally to give change
(d). Choose and apply efficient strategies for addition and subtraction (Problem Solving)




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Appendix 2 Culture, Community and Native Plants Unit (Week by Week Plan)
Week 1, Introduction to Unit: Introduction of unit aims and rich tasks (building a bush tucker garden). Surveys about what the garden should include
is dispersed among the school community. Students explore the terms native and non-native to prepare for the Prince Henry Walk Excursion in Week
2. Teacher leads students to set up a blogging interface to track the classs progress through the unit on the school website. A weekly blog team
roster is established (notes explaining the blog are sent home, including links and an opportunity to opt for printed blogs entries to be sent home).
Week 2, Prince Henry Walk Excursion: Students participate in an excursion titled the Prince Henry Walk in Katoomba. Students deepen their pre
existing knowledge of native plants in a authentic setting in which members of the Gundunguraa nation impart knowledge about traditional plant uses
in their natural habitat. Excursion follow up includes a classroom guest (eg. a grand parent or elder) to share stories/recipes for bush tucker plants.
Week 3, Native Plants Ideal Growth Conditions: The class investigates native plants their life cycles, needs, characteristics and uses. A science
experiment is set up to examine what sorts of environments around the school best cater for native plant growth. Students conduct research to make
informed predictions about results based on plant needs. Teacher leads students to explore elements of a fair test fair and procedure writing.
Week 4, Native Plants in the School Environment: Exploration of Australian native plant adaptations to cope with environmental factors. Students
investigate the history of aboriginal peoples sustainable relationships with the land. Students compare positive and negative changes to human
interaction pre and post colonisation. Students partake in a nature walk around the school to identify existing native flora.
Week 5, Environmental Change Human Impact and Sustainability: The class investigates local environmental projects in the community that
are combating negative human impacts. What methods of conservation do these groups utilise? Students draw comparisons between these methods
and sustainable living traditions of Indigenous peoples. Students consider how these traditions could be implemented in modern contexts. Students
learn Mamyuna, an Indigenous song about plants as the source of life.
Week 6, How can we identify wants, needs and limitations for our Bush Tucker Garden Design? Students collect survey results and
experiment results and convert the data into suitable formats From these displays, students draw conclusions about what the garden will need to
flourish and what the school wants. Investigations of cost will also highlight limitations within set budgets. Based on this, student develop a design
criteria for the Bush Tucker Garden and select a site based on these outcomes.
Week 7, Synthesising Ideas Bush Tucker Garden Blueprints The students create their own bush tucker garden designs based on the criteria
and produce scaled, scientific diagrams. T leads students to collaborate these ideas into a final, whole class design.
Week 8, Construction Begins: Garden construction begins, with supervised groups working in allocated time slots throughout the week. Parent
helpers are available for some of this week to support the construction process. Blog team captures project development with school camera.
Week 9, Garden Completion, Evaluation and Care Plan Rosters: Garden construction and planting process are complete. Students develop a
care plan that incorporates rosters and sustainable promotion throughout the school. Rosters will include allocated times where students can take
their kindergarten buddies with them to check and maintain plant health (providing opportunities for them to impart knowledge developed in the unit to
younger peers). Sustainable promotion linked to the Bush Tucker Garden in published on the blog and in poster format around the site.


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Appendix 3 Bush Tucker Garden Survey Questions

Our Bush Tucker Garden
School Survey


1. What is your favourite bush tucker plant? (Name more then one if you like).

__________________________________________________________________________________________________


2. What other native plants should we include in out garden? Give reasons for your choices.

__________________________________________________________________________________________________


3. Who should be responsible for caring for the garden?

__________________________________________________________________________________________________


4. Where should the garden be planted?

__________________________________________________________________________________________________


5. Why should we have a bush tucker garden?




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Appendix 4: Assessment Rubric for Week 6, Lesson 3
Criteria for
budgeting plans
Budget Equipment Comparing stores Catalogue evaluation Presentation
Excellent Students have planned
perfectly within the
allocated budget and
allowed for plenty of
extra spending.
Students have
purchased all necessary
equipment outlined in
the lesson and some
extra items that are
valuable for gardening.
Students clearly labelled
the items, its price and
the store on their table
and compared them
correctly identifying the
lowest prices.
Students show evidence
of evaluated information
about tools and use it to
choose the best items.
Students have a clear
well set out table, prices
and stores are
highlighted and students
present their budgeting
plan confidently
addressing all criteria.
Great Students have planned
adequately within the
allocated budget and
allowed for some extra
spending.
Students have
purchased the
necessary equipment
outlined in the lesson
and some extra items
for gardening.
Students labelled the
items, its price and the
store on their table and
compared them
correctly identifying
some of the lowest
prices.
Students show evidence
of some evaluation of
information about tools
and use it to choose the
good items.
Students have a well set
out table, prices and
stores are shown and
students present their
budgeting plan
addressing all criteria.
Good Students have planned
within the allocated
budget and allowed
extra spending.
Students have
purchased some
necessary equipment
outlined in the lesson
and extra items for
gardening.
Students labelled the
items, its price without
listing the store and
compared them
identifying some of the
lowest prices.
Students show some
evidence of limited
evaluation of advertised
tools and use it to
choose the some items.
Students have a table
showing some prices
and stores and present
their budgeting plan
addressing some of the
criteria.
Satisfactory Students have planned
just within the allocated
budget and allowed
limited extra spending.
Students have
purchased equipment
that was not discussed
in the lesson and extra
items for gardening.
Students listed items
showing incorrect prices
and compared them
identifying the lowest
prices.
Students show only
limited evaluation of
advertised tools and use
it to choose the items.
Students have a limited
table showing some
prices and present their
budgeting plan only
addressing few of the
criteria.
Poor Students have not
planned within the
allocated budget and
allowed for no extra
spending.
Students purchased
none of the equipment
discussed and only
unnecessary extra items
were purchased.
Students listed items
showing incorrect prices
and did not identify the
lowest price.
Students did not
evaluate the advertised
tools and chose poor
items.
Students have no table
showing few prices and
present their budgeting
plan addressing none of
the criteria.