LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 9:00am 9:50am Date: 11/04/17 Students Prior Knowledge:
Students have not yet undertaken any prior learning
Learning Area: HASS relating to weather. However during foundation year
students have completed work relating to Aboriginal
Australians connection to place and country. This
knowledge will assist students when learning about
seasonal activities, as it is already known that different
cultures have different spirituality and see importance
and significance in different places and things.
Students understand that the Aboriginal Australian
culture is different to our own in several ways and
therefore can expect some seasonal changes to occur.

The Aboriginal or Torres Strait Islander Country/Place

on which the school is located and why Country/Place
is important to Aboriginal and Torres Strait Islander
Peoples (ACHASSK016)

Strand/Topic from the Australian Curriculum

How weather and seasons vary between places and terms
used to describe them (ACHASSKO32)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Demonstrate a firm understanding of the seasonal activities linked to the allocated Indigenous season.
Create an engaging book creation and share ideas raised with the rest of the class.
Work collaboratively with peers to create an engaging book creation, focussing on one season and related
seasonal activities.

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Preparation
Set of IPads, butcher paper, coloured pens/pencils and
post-it note.
ICT Resources Bubble.us, Pic Collage and Book Creator.
Pair students with an excellent understanding
with students who have a developing
understanding of Indigenous seasons.
Develop visual, as well as written and verbal
cues.
Emphasis is placed on presenting only one
seasonal activity, rather than every seasonal
activity that is undertaken in the allocated
indigenous season.

Extension:
Further research can be completed to develop
a further understanding of each seasonal
activity gathered, such as what equipment is
used for fishing. This information can be added
to the book page, once the pic collage has
been inserted.
Students can complete further research into
different indigenous tribes and how seasonal
activities differ across indigenous groups, not
only between indigenous and European
culture.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
10 The teacher places A3 sheets of paper around the classroom. Students must A3 sheets of paper
minutes work individually to create their own visual images relating to the concept of
indigenous seasonal activities.

Lesson Steps:

1. A Bubble us mind map is used to brainstorm relevant topic words and

35 Bubble Us
activities, that have been brought up though students visual images.
minutes Topic words could include hot, cold, fishing, people gathering
together etc.

2. Relevant images and posters should be shown after initial discussion

of students ideas, to further student understanding of indigenous Images of relevant
seasons. This will teach students about some of the activities that pictures relating to
take place in particular indigenous seasons. The class should discuss aboriginal seasons
the climate, landscape and activities that are present within each
visual cue. As new information is gathered it should be added to the
initial bubble.us mind-mapping tool.
3. Further discussion should be initiated after showing visual cues, in
order to explicitly teach students the six indigenous seasons and
related activities undertaken in each.
4. Once all the information has been presented about each Indigenous
season and related seasonal activities, the mind map should be Completed Bubble Us
shared with students.
5. Students should next be split into six groups, allocating one Pic Collage
indigenous season per group. Students are required to find images of
seasonal activities relating to their specified season. Images should Book Creator
be presented within a creative collage using the pic collage app.
6. Once all groups have created their pic collage, the image should be
inserted into the book creator app. Additional information, colour,
drawings and shapes can be added at this stage of the activity.
7. Once all groups have completed their section of the book, the pages
can be combined. This will allow for a resource, containing all the
indigenous seasonal activities, to be shared with the whole class for
current and future reference.

5 Lesson Closure:
minutes
One student per group should back away the iPads and any other materials.
Remaining students should return back to their assigned seats.
Students should write one thing they have learnt as a result of this
lesson on an exit slip before they can be dismissed.

Transition:

Students should retain knowledge learnt within this lesson relating to

indigenous seasonal activities, as within the next lesson students will learn
about seasonal influences. The next lesson will become a closure to the
string of Indigenous Seasons relating lessons by asking the question of why
are the seasons different?

Assessment:

Students will be assessed in correlation to the lesson objectives: Marking rubric as

Demonstrate a firm understanding of the seasonal activities linked to follows
the allocated indigenous season.
Create an engaging book creation and share ideas raised with the
rest of the class.
Work collaboratively with peers to create an engaging book creation,
in order to develop an understanding of all of the Indigenous seasonal
activities.
This can be achieved through informal observation during the group activity
as well as assessing the finished resource book of indigenous seasons.

Key: * Below ** Satisfactory *** Above

Satisfactory Satisfactory

Student Objective 1 Objective 2 Objective 3 Comments

Name
Student 1 ** ** **
Student 2 * ** ** Needs to
further
understanding
of Indigenous
seasons.