integrated australian unit 2014

7/22/2019 Integrated Australian Unit 2014

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Stage Two, Integrated Unit

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014

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Unit Overview

Connection Focus:

This unit has been designed to deepen the students understanding of Australia and provide students with an

opportunity to investigate some of Australias built and natural features. Students will develop an understandingthat different places are considered famous or significant for various reasons. They will use maps to locate

places and to aid in gathering information and they will develop an understanding of the fact that significantevents and contributions made by ourselves and others contribute to our heritage, our values and our Australian

identity.

Cross-Curriculum Priorities:

Students will be

engaged in:

Students will be engaged in:

Using maps to locate places and gather information. Recognise that sites can be famous or significant for different reasons.

nterpret pictorial information. Summarising data

nvestigating and comparing different heritage sites !uestioning, predicting, conducting, processing and analysing data from various e"periments.

HSIE Link:

The students will use Atlases to locate Australia on a world map and discuss its position in relation to otherplaces such as the e#uator. They will identify the different types of environments in Australia and will create a

map with a $ey, which shows where these environments are. The students will be involved in researchinginformation about some of the states of Australia identifying information such as cities, rivers, flag, emblems,

natural and built features. The students will then use this information to write an information report on theirchosen state. The students will then focus on built and natural features. They will choose one and write a

description about it.

History Link:

Throughout this unit the students will learn the emblems chosen to represent Australian states and territories. They will e"plore each state and territory flags,

coats of arms, floral, gemstone and animal emblems. t also provides information about the buildings or natural attractions that have come to represent eachstate and territory.

Science Link:

%uring this unit, students are engaged in the sub&ect of geology by being introduced to the character 'rofessor Ruby Stone, a geologist who shares with thestudents her passion for studying and collecting roc$s and gemstones.

Students e"plore and e"amine geological processes and phenomena and how these change the (arths surface over time. Students are introduced to roc$ types

and the roc$ cycle, in order to understand how roc$s weather and erode. Students e"amine roc$s and soil types and identify these in their local or schoolenvironment in order to assist in their understanding of how roc$s change over long periods of time.


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Cross-curriculum riorities

!boriginal and Torres

Strait Islander

"istories and cultures

!sia and !ustralia#s

engagement wit" !sia

Sustainability

$eneral caabilities

Critical and creati%e t"inking

Et"ical understanding

In&ormation and communication

tec"nology caability

Intercultural understanding

Literacy'

(umeracy

)ersonal and social caability

*t"er learning across t"e curriculum areas

Ci%ics and citi+ens"i

i&&erence and di%ersity

ork and enterrise


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n order to consolidate their understanding of the (arths surface, roc$s and soils, students study types of weathering and how these affect landforms.

Students also e"plore the cause and effect relationships of weathering and erosion on landforms. Students apply this $nowledge to conduct an investigation intohow water affects landscapes and then consider ways that erosion can be minimised. Students discuss and consider how human activity influences changes to the

(arths surface. Students e"plore erosion in their school grounds and suggest strategies to minimise or mitigate erosion.

Students e"amine a case study of Uluru, investigating how weathering, erosion and human activity have affected its surface. Students also e"plore how thehuman activity at Uluru has affected and is addressed by the local ndigenous peoples ) the Anangu people. Students apply their $nowledge and understanding of

these learning e"periences in order to research a local or significant landform, e"amining how weathering, erosion and human activity has affected their chosenlandform over time and present their findings.

Students will also develop an understanding of natural environments and various animal lifecycles through conducting research and interpreting written, visualand multimodal information.

C!)! Link:

Students will be given the opportunity to dabble with different media and to e"perience and build on a broad spectrum of techni#ues and s$ills, creating effectsthat will enhance their artistic wor$.

Students will learn traditional Australian songs and dances which form part of the Australian culture

.at"/s Link:

Students will develop an understanding of how create and interpret simple grid maps to show position and pathways. They will also be involved in lessons where

they are re#uired to read and interpret simple scales, legends and directions to comprehend information contained in basic maps

Englis" Link:

Students will e"plore how te"ts on the same topic can differ according to purpose and audience. Students will read and respond to a variety of imaginative andinformative te"ts on Australia, its Animals and landmar$s. *omposing and creating a variety of te"ts, including multimodal te"ts, with the purpose of informingtheir audience.

Written

Australian Wildlife and Plants

by *ara Torrance State and Territory Emblems

by Robert +ott. The Monster who ate

Australiaby ichael Salmon

Lifecycle of AustralianAnimals

Echidna

Tasmanian !e"il

#oalas

$ed %angaroo by +reg 'yers

Are we there yet&-y Alisonester

'ariety of tra"el (rochures

Visual

ife cycle diagrams/ 0oala

/ 0angaroo/

aps

Atlases

Spoken

Songs am Australian 1alt2ing altida

Song )ontinents of the

world:

http344www.youtube.com4

watch5v6p'78yy2898g:feature6related

Multimodal

*ow to read ma+s3http344www.youtube.com4 watch5v6A*;s'80&-#

(:feature6related

information on each of the emblems:http344www.australianfauna.com4faunaemblem.php

http344www.australiangeographic.com.au4blogs4ag/blog44australias/animal/emblems4

Science Website:

http344scienceweb.asta.edu.au4years/?/

94unit?4lesson/one4yr?9/unit?/lesson/one.html

'ideo: Weathering and Erosionhttps344www.youtube.com4watch5v6e"S>g@gib7


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https://www.google.com.au/search?q=koala+life+cycle+diagram&tbm=isch&tbo=u&source=univ&sa=X&ei=YThYU9ejOMmViAe_5IDoBw&sqi=2&ved=0CCkQsAQ&biw=1600&bih=767#facrc=_&imgrc=x9SzBvSk3HpdDM%253A%3BZ_oZsBGmoz_N0M%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fsites%252Fdefault%252Ffiles%252Fimages%252Fkoalalifecycle1.jpg%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fabout-koalas%252Flife-cycle-koala%3B600%3B810http://animaldiversity.ummz.umich.edu/collections/contributors/Grzimek_mammals/Macropodidae/kangaroo_birth/http://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttps://www.youtube.com/watch?v=exS9gFXgib0https://www.google.com.au/search?q=koala+life+cycle+diagram&tbm=isch&tbo=u&source=univ&sa=X&ei=YThYU9ejOMmViAe_5IDoBw&sqi=2&ved=0CCkQsAQ&biw=1600&bih=767#facrc=_&imgrc=x9SzBvSk3HpdDM%253A%3BZ_oZsBGmoz_N0M%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fsites%252Fdefault%252Ffiles%252Fimages%252Fkoalalifecycle1.jpg%3Bhttps%253A%252F%252Fwww.savethekoala.com%252Fabout-koalas%252Flife-cycle-koala%3B600%3B810http://animaldiversity.ummz.umich.edu/collections/contributors/Grzimek_mammals/Macropodidae/kangaroo_birth/http://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=pP0YyyzY4Yg&%20feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.youtube.com/%20watch?v=AC7sPYKjBq%20E&feature=relatedhttp://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttps://www.youtube.com/watch?v=exS9gFXgib0


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Aboriginal !reamtime stories%ust (choes

,nformation on 'arious Australian Animals#ational $eographic %ids& %oala

#ational $eographic %ids& Tasmanian 'evil

#ational $eographic %ids& %angaroo

,nformation on AustraliaBational +eographic 0ids / Australia

!ssessment

0E%idence:

Assessment for earning

Canecdotal records

C comments or notationsC conversations

C mar$s : gradesC feedbac$

Assessment as earningCSelf/assessment of writing tas$s, includingassessment of handwriting style of $ey

letters covered and the use and correctspelling of topic words and high fre#uency

words from te"ts. dentify s$ills that needfurther practise.

C 'eer assessmentC !uestioningC S$ill practise

Assessment of earningC writing tas$s graded, based on set criteriasC student achievement against selected outcomes

C student achievement against set learning goalsC end of unit assessment tas$

C achievement against iteracy *ontinuum ar$ers


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http://www.abc.net.au/dustechoes/dustEchoesFlash.htm.http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/tasmanian-devil/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/tasmanian-devil/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/kangaroos/http://kids.nationalgeographic.com/kids/places/find/australia/http://www.abc.net.au/dustechoes/dustEchoesFlash.htm.http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/tasmanian-devil/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/kangaroos/http://kids.nationalgeographic.com/kids/places/find/australia/


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Australia

#ey )once+t-s: 1hat are maps and what information do they provide5

)urriculum Area-s: DS( : *A'A

.utcomes and related )ontent:

E/S012 !escribes +laces in the local area and other +arts of Australia and e3+lains their significance1 locates and maps cities, rivers and mountains in BS1 and uses locational terminology such as north, south, east, west

'AS010 4ses the forms to suggest the 5ualities of sub6ect matter

e"periments with techni#ues in painting and drawing

)om+letion

!ate

Learning

,ntention

Teaching and Learning Acti"ities $esources

=. To find out what

$nowledge thestudents bring to

the unit.

Throughout first wee$, have the students complete their title pages.

Lesson 7ocus3 What %nowledge do students bring to the unit&

,ntroduction:

As a class3 Complete a KWL. Find out what the students already know about aspects of Australia

natural ! built en"ironments in Australia# flora# fauna# states $ territories# capital cities# famous sites#tourist attractions# etc% Ask them what they would like to know more about.

,t is also suggested that a word ban% and-or glossary is begun in the classroom which students canadd to throughout the unit1

ist all the words that students predictthey may come across durin& their learnin& aboutAustralia. 'iscuss the role of word banks!&lossaries in learnin& e.&. Word banks help us toremember and spell new words.

Using paired interview strategy, students as$ each other the following #uestions and listen for eachothers responses

Unit title page

*ard or butchers paper

for word wall.


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7or students to

%now:

=. The purpose ofmaps.


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7or students to%now:

=. The different

environments inAustralia.

7or students to

be able to:

=. *reate a map of

Australia usingcollage materialswhich depicts the

variousenvironments and

features

Lesson 7ocus3 ,dentify and name the different Australian

en"ironments1 ?/1(: the first +art of this lessons is basically re"ision of the +re"ious unit8 studentsshould +resent with a lot of bac%ground information@1

Show the students pictures of different parts of Australia, which highlight our differentenvironments. E%esert, rainforest, temperate and semi/aridF

http344www.pictureaustralia.org4

*reate a chart and as$ the students to identify what they see in each of the pictures. (.g. desert )

red sand, few plants.

("plain to the students that Australia has four ma&or types of environments, / desert, rainforest,temperate and semi/arid. %iscuss each of these environments with the students. %iscuss the types of

vegetation, rainfall and climate found in each environment e.g. %esert3 there is little to no rainfall, thetemperature is very hot, and therefore there is little vegetation. Hnly the plants, which have special

features such as succulent leaves that store water, are able to survive in an environment such as this.

Dave the students use an Atlas to locate Australias four ma&or environments and record this on alarge map to paste in their wor$boo$. EDave the students complete the wor$sheet page =?, -oo$ ?, Science

and TechnologyF

("plain to the students that they are going to ma$e a map of Australia, which showsI The four different environments. ountains

State borders The +reat -arrier Reef

Show the students a $ey from an Atlas. %iscuss what a $ey is and how it is used to read a map.

As$ the students to suggest what they could use to represent all the different information thatneeds to be shown on the map. These may include3

atch stic$s and cellophane to create trees in a rainforest Sand to represent the desert

Sand and green paper to represent a semi/arid environment atch stic$s, cellophane and green paper to represent a temperate environment

(gg cartons to represent the mountains 1ool to show the state borders

@ish made from cardboard to represent the +reat -arrier Reef

1- 3 *ontaining pictures of

the different environmentsin Australia

Atlases

wor$sheetEpage =?, -oo$ ?, Science andTechnologyF

arge map4s of Australia forgroup or class collage

collage materials

Cmatch stic$s

CcellophaneCsand

Cegg cartonsCfish cut outs, stic$ers


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http://www.pictureaustralia.org/http://www.pictureaustralia.org/


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%ivide the students into ? groups. Dave each group design a map of Australia with an appropriate $ey,

showing the above information EAlternatively you may li$e to do a class collage of the map of Australiato display in the classroomF


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#ey )once+t-s: Traditional Australian dances and songs

)urriculum Area-s: *A'A


M4S01< Sings8 +lays and mo"es to a range of music8 demonstrating a basic %nowledge of musical conce+ts1

sings songs demonstrating a greater awareness of beat, pitch, tone colour and structure

moves to music maintaining a constant beat, identifying structure, identifying changes in pitch, elements of duration and dynamics

!AS01< Performs dances from a range of conte3ts demonstrating mo"ement s%ills8 e3+ressi"e 5ualities and an understanding of the elements of

dance1

moves with awareness of safe dance practice including movement s$ill J action in space, control, alignment, use of breath and with sensitivity to the

sound accompaniment

performs a dance devised from a cultural or historic conte"t Eeg discuss the theme and intention from an Australian -ush %anceF and create a dance

using $ey features by varying the rhythmic movement, patterns and e"pressive #ualities to create a personal response.

)om+letion

!ate

Learning

,ntention


7or students to%now3that

1alt2ing atilda

is a well/$nownAustralian bushballad.

Throughout the term teach the students the following songs and dance. These will be also consolidated during the *A'A +roup time throughout the term.

'rovide the students with a little history about each song3

=. http344www.youtube.com4watch5v6*wva2cK(f( Slim %usty 1alt2ing atilda

Walting MatildaBis AustraliaLs most widely $nown bush ballad.A countryfol$ song,the song has beenreferred to as Mthe unofficial national anthem of AustraliaM.N=O

The title is Australian slang for travelling by foot with oneLs goods in a MatildaM EbagF slung over oneLs

bac$.

NK by poet and nationalist -an&o 'aterson. t was first published assheet music in =>7?. ("tensive fol$lore surrounds the song and the process of its creation, to the e"tentthat the song has its own museum, the 1alt2ing atilda *entre in 1inton, !ueensland.N?On


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7or students to

%nowthe words ofthe song in order

to perform at theHpen %ay and

+rand friends day,*ommunity event

7or students to%nowthat the

Deel n Toe pol$a isa form of bush

dance and $now

the moves in orderto perform at theHpen %ay and+rand friends day,

*ommunity event

, still call Australia home

, Still )all Australia *omeM is a song written and performed by 'eter Allenin =>P7. n it, Allen sings ofAustralian e"patriatesL longing for home. t has been used to suggest Australianpatriotismand nostalgia

for home. An e"ample is the series of !antastelevision commercials where it was sung either by individualAustralian musicians or one of several Australian youth choirs.N=O

n the =>P9 Summer HlympicsL Hpening +alaTG special Einos AngelesF,Hlivia Bewton/ohnperformedthis song from Sydney, Australiawith the choir in a medley with 1alt2ing atilda.ater, both songs were

used in the musical The -oy from H2,about AllenLs life in which Dugh ac$manstarred as Allen.

?. http344www.youtube.com4watch5v6r&$r&8itgeA am Australian

, am AustralianEor We are AustralianF is a popular Australianpoem written in =>P; by -ruce 1oodleyof

The See$ersand %obe Bewton of The -ushwac$ers. ts lyrics are filled with many historic and culturalreferences, such as to the LdiggerL, Albert Bamat&iraand Bed 0elly,among others. ts popularity has

allowed it to &oin the ran$s of other patriotic songs considered as alternatives to the Australian BationalAnthem ) Advance Australia @air. t is commonly taught inprimary schools. n =>>Q theSalvation Army

used the song in TG adverts for its Red Shield Appeal, raising funds to help people needing help.

The song also was released in =>>; by trio udith %urhamEof The See$ersF, Russell Ditchcoc$EfromAir

SupplyF and8othu 8indiLs andawuy 8unupingu.(Australia released the single and it reached number=; on the AustralianARA *hartsin une.

9. http344www.youtube.com4watch5v69Q09GQ"mHww Deel n toe 'ol$a

(ush danceis a style of dance from Australia,particularly where the music is provided by a bush band.The dances are mainly based on the traditional fol$ dancesof the U0, reland and central (urope.

Eras of bush dance in Australia (arly (uropean =;;7)=PK7 settlers came with their local dance traditions.

+old rush =PK7)=PQ7 miners brought dances from (urope some via the American gold rush.

'astoral period =PQ7)=>K7 rural woolshed balls and dances in local halls.

Revival =>K7)=>Q7 collectors and enthusiasts document and perform dances.

Recent popularity =>;7)=>P7 most areas and many social clubs have regular -ush -alls

home with yrics

usic3 am, you are,

we are Australian

yrics

Gideo3 Deel n toe 'ol$a

#ey )once+t-s: 1hat ma$es up Australia5This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014

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http://en.wikipedia.org/wiki/Peter_Allenhttp://en.wikipedia.org/wiki/Peter_Allenhttp://en.wikipedia.org/wiki/Australianhttp://en.wikipedia.org/wiki/Patriotismhttp://en.wikipedia.org/wiki/Patriotismhttp://en.wikipedia.org/wiki/Nostalgiahttp://en.wikipedia.org/wiki/Qantashttp://en.wikipedia.org/wiki/Qantashttp://en.wikipedia.org/wiki/I_Still_Call_Australia_Home#cite_note-InspirationRoom-0http://en.wikipedia.org/wiki/1984_Summer_Olympicshttp://en.wikipedia.org/wiki/Los_Angeleshttp://en.wikipedia.org/wiki/Los_Angeleshttp://en.wikipedia.org/wiki/Olivia_Newton-Johnhttp://en.wikipedia.org/wiki/Olivia_Newton-Johnhttp://en.wikipedia.org/wiki/Sydney,_Australiahttp://en.wikipedia.org/wiki/Waltzing_Matildahttp://en.wikipedia.org/wiki/Waltzing_Matildahttp://en.wikipedia.org/wiki/The_Boy_from_Ozhttp://en.wikipedia.org/wiki/The_Boy_from_Ozhttp://en.wikipedia.org/wiki/Hugh_Jackmanhttp://www.youtube.com/watch?v=rjkrjYitgeAhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bruce_Woodleyhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Digger_(soldier)http://en.wikipedia.org/wiki/Albert_Namatjirahttp://en.wikipedia.org/wiki/Albert_Namatjirahttp://en.wikipedia.org/wiki/Ned_Kellyhttp://en.wikipedia.org/wiki/Ned_Kellyhttp://en.wikipedia.org/wiki/Advance_Australia_Fairhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Judith_Durhamhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Russell_Hitchcockhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Yothu_Yindihttp://en.wikipedia.org/wiki/Yothu_Yindihttp://en.wikipedia.org/wiki/Mandawuy_Yunupinguhttp://en.wikipedia.org/wiki/Mandawuy_Yunupinguhttp://en.wikipedia.org/wiki/EMIhttp://en.wikipedia.org/wiki/EMIhttp://en.wikipedia.org/wiki/ARIA_Chartshttp://en.wikipedia.org/wiki/ARIA_Chartshttp://www.youtube.com/watch?v=46K4V6xmOwwhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bush_bandhttp://en.wikipedia.org/wiki/Bush_bandhttp://en.wikipedia.org/wiki/Folk_dancehttps://www.youtube.com/watch?v=WZls2uyHKWI&feature=relatedhttps://www.youtube.com/watch?v=rjkrjYitgeAhttps://www.youtube.com/watch?v=rjkrjYitgeAhttps://www.youtube.com/watch?v=rjkrjYitgeAhttp://blog.australian-native.com.au/2009/07/18/i-am-australian-we-are-australian-song-lyrics/https://www.youtube.com/watch?v=46K4V6xmOwwhttp://en.wikipedia.org/wiki/Peter_Allenhttp://en.wikipedia.org/wiki/Australianhttp://en.wikipedia.org/wiki/Patriotismhttp://en.wikipedia.org/wiki/Nostalgiahttp://en.wikipedia.org/wiki/Qantashttp://en.wikipedia.org/wiki/I_Still_Call_Australia_Home#cite_note-InspirationRoom-0http://en.wikipedia.org/wiki/1984_Summer_Olympicshttp://en.wikipedia.org/wiki/Los_Angeleshttp://en.wikipedia.org/wiki/Olivia_Newton-Johnhttp://en.wikipedia.org/wiki/Sydney,_Australiahttp://en.wikipedia.org/wiki/Waltzing_Matildahttp://en.wikipedia.org/wiki/The_Boy_from_Ozhttp://en.wikipedia.org/wiki/Hugh_Jackmanhttp://www.youtube.com/watch?v=rjkrjYitgeAhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bruce_Woodleyhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Digger_(soldier)http://en.wikipedia.org/wiki/Albert_Namatjirahttp://en.wikipedia.org/wiki/Ned_Kellyhttp://en.wikipedia.org/wiki/Advance_Australia_Fairhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Salvation_Armyhttp://en.wikipedia.org/wiki/Judith_Durhamhttp://en.wikipedia.org/wiki/The_Seekershttp://en.wikipedia.org/wiki/Russell_Hitchcockhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Air_Supplyhttp://en.wikipedia.org/wiki/Yothu_Yindihttp://en.wikipedia.org/wiki/Mandawuy_Yunupinguhttp://en.wikipedia.org/wiki/EMIhttp://en.wikipedia.org/wiki/ARIA_Chartshttp://www.youtube.com/watch?v=46K4V6xmOwwhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Bush_bandhttp://en.wikipedia.org/wiki/Folk_dancehttps://www.youtube.com/watch?v=WZls2uyHKWI&feature=relatedhttps://www.youtube.com/watch?v=rjkrjYitgeAhttps://www.youtube.com/watch?v=rjkrjYitgeAhttp://blog.australian-native.com.au/2009/07/18/i-am-australian-we-are-australian-song-lyrics/https://www.youtube.com/watch?v=46K4V6xmOww


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)urriculum Area-s: DS( : athematics


E/S012 !escribes +laces in the local area and other +arts of Australia and e3+lains their significance1 locates and names the capital city of Australia and of each State4Territory, and ma&or regional centres

locates and maps cities, rivers and mountains in BS1 and uses locational terminology such as north, south, east, west

MA07F use a legend Eor $eyF to locate specific ob&ects on a map

use a compass to find north and then east, south and west use B, (, S and 1 to indicate north, east, south and west, respectively, on a compass rose

use an arrow to represent north on a map determine the directions north, east, south and west when given one of the directions

use north, east, south and west to describe the location of a particular ob&ect in relation to another ob&ect on a simple map, given an arrow that representsnorth, eg LThe treasure is east of the caveL

use B(, S(, S1 and B1 to indicate north/east, south/east, south/west and north/west, respectively, on a compass rose, eg

determine the directions B(, S(, S1 and B1 when given one of the directions

use north/east, south/east, south/west and north/west to describe the location of an ob&ect on simple maps, given a compass rose, eg LThe tree is south/west ofthe signL

)om+letion

!ate

Learning

,ntention


7or students to

%nowthe names ofstates and

territories thatma$e up Australia

and their capitalcities

Lesson 7ocus: (ame and locate the state boundaries of Australia

and their capitals. Show the students a large map of Australia. As$ the students what the capital city of Australia is.As$ the students where they thin$ *anberra is. Use the atlas to verify this.

1ith the students, brainstorm a list of the states of Australia.

Hn the large map of Australia, locate and mar$ in the state borders and their capital cities. %iscussthe map with the students. As$3

1hich is the largest state5

1hich is the smallest state5 1hich is the island state5

1hich state shares a border with the most states5

arge map of Australia on

1- or a poster

Atlases


Page 12 o 4!


13/47

elbourne is the capital city of which state5

Dave the students record on their own map the3 State borders *apital of Australia

States4territories and capital cities

Dave the students stic$ their maps and record the following information in their wor$boo$ E as seenbelowF

*lass set of aps of

Australia for studentwor$boo$s

nformation on 1- for

students to copy into theirwor$boo$s.


Page 1" o 4!

State )a+ital )ity

Gictoria elbourne

South Australia Adelaide

!ueensland -risbane

Borthern Territory %arwin

1estern Australia 'erth

Tasmania Dobart

Bew South 1ales Sydney

Australian *apital Territory *anberra


14/47

7or students tobe able toread

grid coordinateson a map

Australia is the si3th largest country in the world1 ,t is the only continent that is not

di"ided into more than one country1(ecause Australia is such a big country it is di"ided

into large sections called States and Territories.

Australia is di"ided into statesEBew South wales, !ueensland, South Australia, Tasmania,

Gictoria, 1estern AustraliaF and 0 territoriesEAustralian *apital Territory and Borthern

TerritoryF. Australias ca+ital city is )anberra1There are cities in all of the States and

Territories1 Each state and territory has its own ca+ital city1

Sydney is famous in Australia and around the world1 ,t is AustraliaFs biggest and oldest

city and is the ca+ital city of /ew South Wales1

To conclude the lesson, view the 1- Australian cities1

Lesson 7ocus3 $eading ma+s and using grid coordinates1

Giew the following Gideo Dow to read a map

http344www.youtube.com4watch5v6P!lnieAg

'rovide students with a copy of the wor$sheet Epage Q9, 'rimary Society and its (nvironment

-oo$ (F An Australian Town

ERemind the students how to read coordinates on a mapF. ("plain to the students how maps

are often set up in a grid with letters and numbers down the sides. 1e use these letters

and numbers to pinpoint a particular part of the map. etters always go before numbers.

Giew various maps to identify $eys used to provide students with a base to complete

!uestion =V on the wor$sheet.

Dave students complete the wor$sheet.

.+tional Acti"ity3 'lay Dit and points Epage


15/47

Taronga Goo E3cursion

At the 2oo provide students with a copy of the 2oos map. Throughout the day have

students loo$ at the maps and give directions to the different animal enclosures,

bathroom areas and so on.

The ne"t day as part of aths as$ students #uestions relating to the map.

#ey )once+t-s: Australian (mblems

)urriculum Area-s: DS(, *A'A : Distory


E/0HA 4ses an increasing range of s%ills8 strategies and %nowledge to fluently read8 "iew and com+rehend a range of te3ts on increasingly

challenging to+ics in different media and technologies %evelop and apply conte"tual $nowledge

draw on e"periences, $nowledge of the topic or conte"t to wor$ out the meaning of un$nown words

Understand and apply $nowledge of language forms and features s$im a te"t for overall message and scan for particular information, eg headings, $ey words

Respond to, read and view te"ts

use comprehension strategies to build literal and inferred meaning to e"pand content $nowledge, integrating and lin$ing ideas and analysing and evaluating te"tsEA*(8=QP7, A*(8=Q>


16/47

)om+letion

!ate

Learning

,ntention


7or students:/ to $now thedifference between@lora and @auna.

/ to be able to namesome plants and

animals native toAustralia

Lesson 7ocus3 @lora and @auna

("plore the front cover of the boo$, Australian 1ildlife and 'lants by *ara Torrance

Eacmillian (ducationF loo$ing at the pictures and the title. As$ students to predict and &ustify3

f this will be fiction4non/fiction

1hat this boo$ might be about4who will the characters be

1hat the authors purpose might be

Remind students of W1ord 'redictionX strategy previously taught. n pairs, students predict

words they will be come across in the boo$. E @lora, @auna, mammal, marsupial, monotreme, and

so onF.

Read the te"t, stopping to clarify any new words. As you read, create a word ban$ of new

and interesting words.

1hen finished, discuss the authors purpose.

%iscuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Dave

students record in their wor$boo$s3

Australian 7lora and 7auna

7lorais a word that refers to plants whilefaunais a word that refers to animals. The flora and

fauna of a place, therefore, are the plants and animals that live there.

AustraliaLs flora and fauna are uni#ue. They are very different from plants and animals foundon other continents. This is largely because Australia is an isolated place Enot very near to

anywhere elseF.

About P7 percent of AustraliaLs flora species are only found on the Australian continent. These

native plants include plants such as eucalyptus, acacias, casuarinas and hummoc$ grasses

(ucalypts, also $nown as gumtrees, are the most common plant on the Australian continent. Hf

the ;77 eucalypt species found in Australia, only twelve of them are found on other continents.

There are also a number of animals that can only be found on the Australian continent. n

-oo$ Australian

Wildlife and Plantsby*ara Torrance Eacmillian

(ducationF on 1- Boteboo$

1- with information forstudents to copy into their

wor$boo$s


Page 1) o 4!


17/47

7or students to

%nowthat each

state andterritory has a

faunal, floral andgemstone emblem.

Australia there are mammals, birds, reptiles and amphibians that are nowhere else on (arth.

A mammalusually gives birth to live young and feeds their young with mil$. n Australia there

are also special animals called marsupials and monotremes.

Marsu+ialsare mammals that give birth to their young and then care for them in a pouch. ost

of the mammals in Australia are marsupials. %o you $now any animals that loo$ after their young

in a pouch5 The $angaroo and $oala are both marsupials.

Monotremes are animals that give birth by laying eggs. Two of the worldLs three monotremes

are only found in Australia. They are the duc$/billed platypus and the echidna

Lesson 7ocus3 Art

See 1- Boteboo$ for lesson outline and list of resources for the above Art lessons.

Lesson 7ocus3 Australian (mblems

("plain to students that emblems are used throughout the world to represent ideas, history

and characteristics of groups of people.

%iscuss the concept of emblems and as$ students to suggest some emblems they $now, such

as the school emblem, emblems on cars, the emblem of the football team they support. Giew

emblems on 1- and discuss their significance.

1- Boteboo$

contains lesson outline

and resources

1- Australian

emblems


Page 1! o 4!


18/47

Read aloud the introduction on pages 9)K of State and Territory (mblems by Robert +ott.

Giewing the image of the Australian flag on page 9, as$ students to consider how the

symbols on the flag are represented. %iscuss students understandings of symbols and how

these are represented through flags and coats of arms. Dave students consider what might

be on the coat of arms and flag of the different states and territories of Australia.

!,S)4SS,./ I4EST,./S

Dave students complete these #uestions orally to focus on the te"t.

L,TE$AL:

1hat are the states and territories of Australia5 EAustralian *apital Territory, Bew South

1ales, Borthern Territory, !ueensland, South Australia, Tasmania, Gictoria, 1estern

AustraliaF

1hat was Australia before @ederation in =>7=5 EA group of separate coloniesF

1hat is a coat of arms5 EA set of symbols that represent a person, family or larger

organisationF

Bame some state or territory animal emblems. E+ang/gang coc$atoo, $oo$aburra, red

$angaroo, $oala, hairy/nosed wombat, Tasmanian devil, eadbeaters possum, blac$ swanF 1hat is a motto5 EA short sentence or phrase that encapsulates a belief or ideal guiding an

individual, family or institutionF

,/7E$E/T,AL:

1ho grants the right for a state or territory to have a coat of arms5

Dow do the coats of arms and flags differ between the states and territories5

1hy do you thin$ particular emblems have been chosen to represent the states and

territories5

1hat is the significance of some of the unofficial emblems for the states and territories5

Dow do the coats of arms represent the relationship of the states and territories with +reat-ritain5

E'AL4AT,'E:

1hy are emblems important to the states and territories5

1hy do you thin$ the author selected the particular landmar$s as unofficial emblems for the

states and territories5

%o you thin$ state and territory emblems are as important as national emblems5 1hy or why

not5

(oo%:State and

Territory (mblems by

Robert +ott.


Page 1* o 4!


19/47

7or students to

be able tonamesome of

Australias faunaland floral

emblems.

'rovide students with - =7 and inform them that they will be leading their own

investigation to find out about the different symbols that are used on the coats of arms

and flags from the different states and territories. (venly allocate states and territories

across the class, and have students focus on one state or territory. ("plain to students

that they will need to find eight different symbols that have meaning for the state or

territory. Hn - =7, students draw the symbols and record their meaning. Dave students

report on their findings.

As$ students to consider what symbols they would use if the class were to develop its own

coat of arms and flag. As$ students to develop and design at least two symbols, and

draw them. Dave students form groups and e"plain to them that they will use their

symbols to create both a coat of arms and flag for the class. 'rovide poster paper to

the groups and have them display their designs. (ach group presents their poster to the

class and e"plains the symbols on the coat of arms and flag.

.+tional Acti"ity

Students create an electronic interactive diagram of the coats of arms or flags for the

states and territories. They find images of the coats of arms or flags and paste them

into a 'ower'oint document. (ach image can be hyperlin$ed with information te"t thatappears when different parts of the image are clic$ed upon.

Lesson 7ocus3 State and Territory (mblems

%iscuss how each state and territory has a number of emblems. ost have a flora, fauna

Eanimal : birdF and a flag.

See the following websites for more information on each of the emblems3

http344www.australianfauna.com4faunaemblem.php

http344www.australiangeographic.com.au4blogs4ag/blog44australias/animal/emblems4

'rovide each student a copy of the wor$sheet Epage Q7 Australian Distory, Understanding

our shared past, -oo$ -F. Dave students read the table of information of animal emblems

- =7 Australian

Symbols 'earson

(ducation


Page 1+ o 4!
http://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.australianfauna.com/faunaemblem.phphttp://www.australiangeographic.com.au/blogs/ag-blog/2010/09/australias-animal-emblems/http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_AusSymbol.pdf&ei=Q1pYU7OCMsSllQWRqoHICw&usg=AFQjCNH69NvNkw2N4kriz_90EgPgis5abQ&sig2=FElkGFR2TbdcW_BJ5QSLJw&bvm=bv.65397613,d.dGI


20/47

for each state. They then use this information to draw a line from each state or territory

to its animal emblem

Lesson 7ocus3 Australias national floral emblem

("plain to students that Australias Bational floral emblem is the +olden 1attle. t is a

resilient plant that represents the spirit of the Australian people and its colours when it isin bloom, are our national colours Egreen and yellow4goldF

("plain to the students that today they are going to create4ma$e wattle.

'rovide each student with a copy of the blac$ line master Epage Q=. Australian Distory,

Understanding our shared past, -oo$ -F.

1or$sheet Epage Q7Australian Distory,Understanding our shared

past, -oo$ -F.

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 20 o 4!


21/47

#ey )once+t-s: =1ifecycles of Australian Animals


22/47

!e"elo+ and a++ly conte3tual %nowledge

Cunderstand that choice of vocabulary impacts on the effectiveness of te"tshow does a change in the vocabulary choice impact te"t #uality, purpose and audience

Cunderstand how te"ts vary in comple"ity and technicality depending on the approach to thetopic, the purpose and the intended audience

4nderstand and a++ly %nowledge of language forms and features

Cidentify organisational patterns and language features of print and visual te"ts appropriate toa range of purposes

4nderstand and a++ly %nowledge of "ocabulary

Clearn e"tended and technical vocabulary and ways of e"pressing opinion including modal verbsand adverbsCvocabulary choice for peers as opposed to younger audience

Cvocabulary choice to convey meaning and enhance te"t #uality

$es+ond to and com+ose te3ts

Ccompose a range of effective imaginative, informative and persuasive te"ts using language

appropriate to purpose and audienceCincorporate new vocabulary from a range of sources into studentsL own te"ts including

vocabulary encountered in research

.b6ecti"e ): thin$ in ways that are imaginative, creative,interpretive and critical

E/0) thin%s imaginati"ely8 creati"ely and

inter+reti"ely about information8 ideas and te3tswhen res+onding to and com+osing te3ts

Engage )ersonally wit" te1ts

& respond to te"ts by identifying : discussing aspects of te"ts

that relate to their own e"perience


/ discuss how authors : illustrators ma$e stories e"citing,moving : absorbing : hold readers attention by using various

techni#uesC what techni#ues have the authors used to sustain our

attention5

4nderstand and a++ly %nowledge of language forms and

features

/ identify and discuss how vocabulary establishes setting andatmosphere


Cma$e connections between the ways different authors may

represent similar storylines, ideas and relationshipsE*omparing The monster who ate Australia with Are we there

.b6ecti"e !:e"press themselves and their relationshipswith others and their world

E/0that e3+ress "iew+oints of the world similar to anddifferent from their own

Engage Personally with te3ts

/ recognise how personal perspective influence responses tote"ts

Coo$ at the te"ts studied Eie, literary, factual : visualF, whichones entertained5 Dow5

Coo$ at the te"ts studied Eie, literary, factual : visualF, which one did you li$e best5 ("plain.

/!e"elo+ and a++ly conte3tual %nowledge

/ discuss how people from different times and cultures mayrespond differently to characters, actions and events in te"ts


features

/ identify and compare the differences between te"ts from a

range of cultures, languages and times


Ce"periment with visual, multimodal and digital technologies to

.b6ecti"e E:learn and reflect on their learning throughtheir study of (nglish

E/0


23/47

yet5F

Cuse visual representations, including those digitally produced,to represent ideas, e"perience and information for

different purposes and audiences

represent aspects of e"perience and relationships

Crespond to and appreciate how %reaming stories form part of an oral tradition for Aboriginal and Torres Strait slander

peoplesCrespond to short films, documentaries and multimedia te"ts

that e"press familiar and new aspects of the broader world

)om+letion

!ate

Learning

,ntention


7or students to

%nowthe purposeof an informativete"t

7or students to

%nowthe purposeof the various

te"t features ofan informative

te"t

Lesson 7ocus3 'urpose of nformation Reports

ntroduce the term, nformation Report and as$ the students to share what they $now

about this te"t type. As$ the students3

1hy do we need information reports5

1ho would need to read information reports5

(.g.3 a vet would need to read information about different $inds of animals.

%iscuss the structure of an nformation Report.

'urpose3 To present information about something Structure3

A general statement to introduce the sub&ect of the report.

+roups of information to describe the sub&ect. EAppearance, habitat, diet, life

cycleF

Use Boteboo$ esson = to order the parts of an information report. Using those

headings identify and order the included information report on fairy penguins.

Lesson 7ocus3 Summarising 0ey nformation

-efore reading the te"t ifecycles of Australian Animals )0oalas by +reg 'yers, loo$ at

the te"t features eg. title page, contents page, glossary, photographs etc and discuss

their purpose.

Read the boo$, carefully pointing out the organisational features of the te"t

%iscuss technical words within the te"t/ how do we find out what they mean5 glossary4

re/reading the te"t etc. Ema$e a technical word chart for the classroom that can be

added to each lessonF

Boteboo$ @ile esson =

(oo%:ifecycles of

Australian Animals )0oalas by +reg 'yers,

#ational $eographic %ids&

%oala

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 2" o 4!
http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/http://kids.nationalgeographic.com.au/kids/animals/creaturefeature/koala/


24/47

7or students to

be able toproduce aninformative te"t

using theirsummary notes

7or students to

be able toedit

their own wor$ to

Dave students as a whole class summarise $ey points from the te"t. Teacher records

these on a mind map proforma Enoteboo$ lesson


25/47

ensure it ma$es

sense

7or students to

%nowthedifference

between physical

and behaviouraladaptations

Students edit their own wor$ and then share with a friend before conferencing with a

teacher.

Throughout the course of the unit ha"e students write a "ariety of information re+orts on

Australian animals or states of Australia8 re+eating the ob"ious +rocess until students

become more inde+endent1

Lesson 7ocus3 (chidnas have physical and behavioural adaptations

that enable them to live and survive in their habitat.

Lesson sourced from 'earson 'lace

("plore the front cover of the boo$, ifecycles of Australian animals / (chidna by +reg 'yers

loo$ing at the pictures and the title. As$ students to predict and &ustify3 f this will be fiction4non/fiction

1hat this boo$ might be about4who will the characters be

1hat the authors purpose might be

Read the te"t, stopping to clarify any new words. As you read, create a word ban$ of new

and interesting words.

1hen finished, discuss the authors purpose.

%iscuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Davestudents record in their wor$boo$s3

!iscussion 5uestions

Dave students complete these #uestions orally to focus on the te"t.

Literal:

1hy are echidnas different from other mammals5 EThey are monotremes )mammals that lay

eggs rather than giving birth to live young.F

1hat does the female echidna do to prepare for the birth of a baby echidna5 EShe builds a

(oo%:ifecycles of

Australian animals /

(chidna by +reg 'yers

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 2( o 4!
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGI


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burrow and nesting chamber.F

1hat changes occur to the female in preparation for the birth5 EA pouch forms on her belly.F

1hat happens after the echidna lays its egg5 EThe egg is in the pouch, a hatchling hatches

from the egg using its egg tooth, the hatchling stays in the mothers pouch for up to three

months while it suc$les on mil$ through a mil$ patch.F

1hen does the hatchling leave the pouch for the first time5 E-efore three months, but it

stays in the nesting chamber while the mother goes out to feedF

Dow does an echidna change as it grows5 EA hatchling echidna is born blind and hairlessI it

grows rapidlyI its spines and fur start to grow at around three months oldI its eyes open atK months oldI it is an adult at three years.F

,nferential:

1hy does the hatchling stay in the pouch until it is three months old5

1hy doesnt the mother let the three/month/old echidna leave the burrow even though it

can live outside the pouch5

Dow are echidnas adapted to their environment5

1hat dont scientists $now about echidnas5

1hy would it be difficult for scientists to find out more about the birth and growth of an

echidna5

E"aluati"e:

%o echidnas live in a family5

1hat do you thin$ was the most interesting fact about echidnas5

As$ students to e"plain the meaning of the word adaptation. abel a class chart with the

headings 'hysical features and -ehavioural features. As$ students to suggest

different ways in which echidnas are adapted to their environment. Dave students

identify if the adaptation is physical or behavioural. As$ students to e"plain how each

feature helps echidnas to survive in their environment, e.g. (chidnas have spi$es toprotect them from predators. EphysicalFI @emale echidnas bloc$ the entrance to the

burrow to protect the baby echidna. EbehaviouralF.

%istribute - =. As$ students to complete each sentence starter to e"plain how each

feature enables the echidna to survive in its environment. Dave students cut out the

statements and then paste them onto an A? sheet of paper in two groups to identify

physical adaptations and behavioural adaptations to create a chart about echidna

adaptations.

- =

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page 2) o 4!
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CDIQFjAB&url=http%3A%2F%2Fwww.pearsonplaces.com.au%2FPortals%2F0%2FPDFs%2FHeinLibrary%2FBLM_Lifecycles1.pdf&ei=K69YU-7fFM7EkwXT2IGYCA&usg=AFQjCNFzFD8riEigxjlhywMVaGNMANGPZw&sig2=eqyXf3L-z8HbyfYXkY7gjQ&bvm=bv.65397613,d.dGI


27/47

7or students to

be able to

research the mainstages in the

reproduction andgrowth of the

echidna

7or students to

%now that all living

things have alifecycle

Lesson 7ocus3 *hanges occur throughout the life of the echidna as

it reproduces and grows.

Lesson sourced from 'earson 'lace

Giew the following video on the eaning of a ife cycle

%istribute -


28/47

#ey )once+t-s: =1%efining the terms weathering and erosion and understand how these affect landscapes and landforms.


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using a range of methods to record observations and measurements with care and honesty, including tables and formal units for length, time and mass

Students +rocess and analyse data and information by:

using a range of methods including tables and simple column graphs to represent dataand to identify patterns and trends, using digital technologies as appropriate EA*SS7K;,

A*SS7QPF

sharing their findings and reflecting on the investigation, including whether a test was fair or not EA*SS7KP, A*SS7Q>F

describing patterns and relationships in data collected from investigations EA*SD(7K7, A*SD(7Q=F

comparing results with predictions, suggesting possible reasons for findings EA*SS


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7or students

to %nowwhat a

geologist andthe roc$

cycle is.

The following lessons were sourced from3 http344scienceweb.asta.edu.au4years/?/94unit?4lesson/one4yr?9/

unit?/lesson/one.html

ntroduce the conte"t of the unit to students by reading the email from 'rofessor Ruby (mail

and showing them the photographic diarysent to the class by 'rofessor Ruby. nform students

that during this unit of wor$, they will be e"ploring geology.

'rofessor Ruby (mail ?)lic% on ob6ect to o+en lin%@

As$ students to ma$e suggestions about what they thin$ the science of geology is. ist student

responses and group similar ideas. ("plain that the science of geology is the study of the (arth,

of the roc$s that comprise the (arth and how they change over time. nform students that

studying roc$s helps us to understand more about the (arth and its landscapes.

("plain to the students that 'rofessor Ruby is a geologist. Bavigate through the learning ob&ect

eet a scientist3 geologistto assist in the e"planation. ("plain to students that geologists3

o wor$ in a number of areas such as mining or on building development pro&ects

o conduct field studies and collect samples such as roc$s and fossils

o

study landforms such as mountains to determine how they were formedo study local areas to determine their history

o study roc$s to determine how they age.

As$ students to ma$e suggestions about the types of tools and e#uipment a geologist might use

when conducting their wor$. Bavigate through the first section of the learning ob&ect +et into

geology.EThis learning ob&ect depicts photographs of e#uipment a geologist uses and an

e"planation of their function.F

nform students that 'rofessor Ruby lives in *entral !ueensland and en&oys wor$ing and

studying in her local area, e"ploring for fossils, roc$s and gems and learning about the local

sourced

from3 Science

1eb

photographic

diary

'rofessor

Rubys emailEclic$ on image inprogram for lin$F

earning

ob&ect from

Scootle

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "0 o 4!
http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6846http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://scienceweb.asta.edu.au/?id=2433http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6846http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://resolver.thelearningfederation.edu.au/?rft_id=10257/594http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/years-3-4/unit3/lesson-one/yr34-unit3-lesson-one.htmlhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdfhttp://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdf


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landforms.

Show students images of nationally significant Australian landforms Esee gallery belowF.

("plain why these landforms are interesting for geologists to study.

http344scienceweb.asta.edu.au4years/?/94unit?4lesson/one4yr?9/unit?/lesson/one.html

nform students that they are now going to e"plore types of roc$s. As$ students to share their

ideas about roc$s that they may have seen or e"amined before. nform students that roc$schange over time and go through a cycle of building and brea$down called the roc$ cycle.

("plain that this happens because there are different types of roc$s that age and wear

differently according to their composition. Show students sample roc$s from each of the

sedimentary, igneous and metamorphic roc$ groups.

Bote3 These can be roc$ specimens or images of roc$s if specimens are unavailable.

Bavigate through the website Roc$ hound $ids gallery to show images of a selection of roc$s.

http344www.roc$hound$ids.com4


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7or studentsto be ableto:

classifydifferent types

of roc$s.

/define

weathering and

erosion and

understand how

these affect

landscapes and

landforms.

loo$ for roc$s. They will identify them in the following lesson.

ove students through the school grounds e"amining roc$s and collecting samples for

identification.

Return to the classroom and store samples for use during the ne"t lesson.

nform students that during the ne"t lesson they will be amateur geologists and e"amine types

of roc$s and soil.

Lesson 7ocus3 Weathering and Erosion

Review the terms relating to roc$s and the roc$ cycle from the previous lesson. Review the different types of

roc$s and e"plain that different roc$s have different properties such as crystal type and grain si2e. odel the

classification of a roc$ using the learning ob&ect Start your roc$ collection. ("plain that geologists classify roc$

specimens in great detailI however, e"plain that they will only need to be able to understand simple

classification of roc$s.

Allocate a roc$ sample to each student or group of students.

Show students the wor$sheet Roc$ hounds ) identifying types of roc$sE'%@, ?PP 0-F

As$ each group to use a magnifying glass to identify their roc$ sample.

Share information about the types of roc$s identified and the properties that were identified

and discuss with students the different types of soil that they may be familiar with. ("plain to

students that soil is formed from roc$s and that roc$ type and soil type is related.

Use the learning ob&ect Soil typesto assist in showing students the characteristics of soil. Show

students samples of different types of soil and show how they can be classified according to

their grain si2e and composition ) as per roc$s.

i" water with each soil sample, sha$e and set aside to allow soil to settle into layers.

("plain how having a basic understanding of the different types of roc$s and soils assists in

understanding how landscapes Eroc$s and soilsF weather and erode. ("plain that there are

different types of weathering.

1atch the video 1eathering and erosion

http344study&ams.scholastic.com4study&ams4&ams4science4roc$s/minerals/landforms4weathering/and/

erosion.htm

earning

ob&ectI Roc$

cycle

dentifying

types ofroc$s

wor$sheet

http://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6660http://resolver.thelearningfederation.edu.au/?rft_id=10257/6660http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/6660http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htmhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://www.learner.org/interactives/rockcycle/types2.htmlhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-3_ws1_Earth_yr4_v2-1.doc


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7or students

to be ableto:

carry out ascience

investigation

ist the causes of physical weathering and show e"amples of each.ist the causes of weathering

by naturally produced chemicals and show e"amples of each

("amine how weathering affects roc$ landscapes by showing e"amples of weathering on Uluru

that clearly show varying types of weathering. Type Uluru into +oogle mapsand then 2oom in to

see weathering on the surface of the roc$.

Review the term erosion and clarify the difference between weathering and erosion. ("plain

how erosion changes landscapes and landforms over time. This includes acute short/term andlong/term effects. Revisit the images of Australian landforms used in esson = to illustrate

these effects.

*onclude by watching video to consolidate students understanding of the difference between

weathering and erosion3

https344www.youtube.com4watch5v6e"S>g@gib7

Lesson 7ocus3 Erosion ,n"estigation

Review the terms weathering and erosion from previous. f needed, re/view the video 1eathering and

erosionto remind students of the concepts weathering and erosion.

nform students that &ust as there are different types of weathering, there are a variety of forms of erosion

that act in different ways on soil, roc$s and landscapes.

%iscuss common causes of erosion such as wind and water. ("plain how these causes can result in dramatic

conse#uences for beaches and coastal areas in particular due to the rough winds and seas.

Show students images of eroded areas to e"plain the types of erosion. mages could include3

1ind erosion. Source3 @lic$r, 1ind (rosion,photo by loonyowl, ** -8/B*


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Small scale water erosion. Source3 @lic$r,

Streamban$ erosion, photo by Soil Science.**-8 ?.7

*oastal erosion. Source3 @lic$r,*oastal erosion, S$ipsea, (ast

8or$shire,photo by -etween a Roc$.** -8 0-F. Read

(rosion

nvestigation3

'rocedure

and

e#uipment

http://www.flickr.com/photos/soilscience/5097652074/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://www.flickr.com/photos/44743850@N00/2533965495/http://www.flickr.com/photos/44743850@N00/2533965495/http://www.flickr.com/photos/44743850@N00/2533965495/http://creativecommons.org/licenses/by/2.0/deed.enhttp://www.flickr.com/photos/azwegers/6220856526/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://www.flickr.com/photos/soilscience/5097652074/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://www.flickr.com/photos/44743850@N00/2533965495/http://www.flickr.com/photos/44743850@N00/2533965495/http://creativecommons.org/licenses/by/2.0/deed.enhttp://www.flickr.com/photos/azwegers/6220856526/http://creativecommons.org/licenses/by/3.0/http://creativecommons.org/licenses/by/3.0/http://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://en.wikipedia.org/wiki/File:MorainesLakeLouise.JPGhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdf


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7or students

to be ableto:

conductresearch to

prepare a simple

case study

through the sheet to show students how to conduct the investigation and enter their data.

+ather e#uipment and move students to outside area to conduct the investigation. *onduct the

investigation as per the investigation instructions. +ather students together to discuss the

investigation. As$ students to identify actions that affected the sandcastles during the

investigation and to thin$ about how their findings might relate to large/scale erosion of

beaches and other landforms.

Lesson 7ocus3 Erosion )ase Study

nform students that during this lesson they will conduct research to prepare a simple case

study of a landform.

("plain to students that a case study is a report of a specific ob&ect, person, group or event.

Giew the video The changing face of Australia, =>;73 Uluruto introduce an e"ample case study

of Uluru.

("plain to students that during this part of the lesson, they will e"amine pictures and

information about Uluru and how it has been affected by weathering, erosion and human activity.

The case study is an e"ample of how they could present the findings from their own research.

%isplay and discuss the images of Uluru identifying obvious areas of weathering Esee gallery ofimages belowF.

As$ studentsto ma$e suggestionsabout the causes of the weathering to the roc$. *reate a list

of these factors. ("plain to students that these factors are naturally occurring so there is no

real control over how the weather affects the roc$.

As$ students to thin$ about and then record ideas about how human activity might affect

erosion of Uluru. Teacher note3 See -ac$ground informationE'%@, 9?< 0-F and the section

entitled Lesson 2: *uman im+act on 4luru and #ata T6utato assist you with this topic.

Show students a selection of local landforms Eor an already prepared landformF for them to

choose to study. Allow students to nominate a landform to study.

("plain to students that they are to present their case study in multi/modal format )digital4poster4written. %istribute the wor$sheet *ase study of a landformE1ord ?>; 0-F to

assist students incompleting their research.

'rovide time for students to conduct their research and opportunities for students to engage

with digital products to produce their case study.

nvestigation

planner

'ideo:

The changing

face of

Australia,

=>;73 Uluru

-ac$ground

information

Wor%sheet:

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "( o 4!

* d f
http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_mutitjulu_waterhole.htmhttp://creativecommons.org/licenses/by/3.0/%22http://creativecommons.org/licenses/by/3.0/%22http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_summit_climb.htmhttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_erosion.htmhttp://creativecommons.org/licenses/by/3.0/%22http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_mutitjulu_waterhole.htmhttp://creativecommons.org/licenses/by/3.0/%22http://freeaussiestock.com/free/Northern_Territory/uluru/slides/wave_shaped_erosion.htmhttp://creativecommons.org/licenses/by/3.0/%22http://creativecommons.org/licenses/by/3.0/%22http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_summit_climb.htmhttp://creativecommons.org/licenses/by/3.0/%22http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_erosion.htmhttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_erosion.htmhttp://creativecommons.org/licenses/by/3.0/http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-4_ws1_Earth_yr4_v2-1.dochttp://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://resolver.thelearningfederation.edu.au/?rft_id=10257/4022http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdfhttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.doc


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1aterhole at the base of Uluru

Source3 @ree Aussie Stoc$, utit&ulu waterhole, photo

by freeaussiestoc$.com ** -8 ?.7

1ave/shaped erosion, Uluru Source3 @ree Aussie Stoc$,

Uluru wave shaped erosion, photo by freeaussiestoc$.com. **

-8 ?.7

Uluru summit climb trac$ ) human impact Source3 @reeAussie Stoc$, Uluru summit climb trac$, photo by

freeaussiestoc$.com** -8 ?.7

Uluru erosion / cave. Source3 @ree Aussie Stoc$, (rosionUluru, photo by freeaussiestoc$.com ** -8 ?.7

The face of Uluru eroded by the weather. Source3 @ree

Aussie Stoc$, Uluru cliffs caves, photo byfreeaussiestoc$.com** -8 ?.7

Uluru erosion Source3 @lic$r, Uluru erosion, photo by She$+raham. ** -8 ?.7

*ase study of

a landform

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page ") o 4!
http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_rock_caves.htmhttp://creativecommons.org/licenses/by/3.0/%22http://www.flickr.com/photos/shekgraham/263392749/http://creativecommons.org/licenses/by/3.0/http://freeaussiestock.com/free/Northern_Territory/uluru/slides/uluru_eroded_head.htmhttp://creativecommons.org/licenses/by/3.0/http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.dochttp://scienceweb.asta.edu.au/verve/_resources/asta_3-3-6_ws1_Earth_yr4_v2-1.doc


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7or studentsto %now

thesignificance of

Uluru to the

Aboriginal

people

Roc$ erosion on the side of Uluru Source3 @ree AussieStoc$, Dead shape in Uluru, photo by

freeaussiestoc$.com** -8 ?.7

Allow students to present their case studies to the class.

'rovide opportunities for students to present their case studies to a wider audience such asarranging a library display or an assembly presentation. *onsider presenting the findings of their

field studies and the subse#uent actions they are ta$ing in the school grounds, to the school or

local community.

Lesson 7ocus3 Aboriginal Uluru %reamtime Story

("plain to students that for the Aboriginal people of Australia, %reamtime represents the

essence of their society, culture, traditions and spirituality. t is a time when ancestors, gods

and living mortals come together to learn about the heritage and customs of the Aboriginal

people. %reamtime is the core of everything, and of the many sacred sites in Australia, few are

as important as Uluru. Also $nown as Ayers Roc$, Uluru is believed to have been created at the

beginning of time by =7 ancestors, or spirit people, of the Aboriginal people.

The stories or dreamings communicate their history, origin and where they started from. They

are not made up stories, they are factual

events from long ago. Aboriginal people

have made them into stories so that it

is easier for children to understand. They

form of $nowledge that guides allAboriginal Socities.

t is the aw.

t is the history.

t is e"pressed in the ore E%reaming storiesF

The %reaming means their identity as people.

The cultural teaching and everything, thatLs

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "! o 4!

t f li h $ 5 itL th d t di f h t h d E
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGIhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGI


38/47

part of our lives here, you $now5 itLs the understanding of what we have around us. Eerv

'enrith (lder, 1allaga a$e, =>>QF

%uring the %reaming, ancestral spirits came to earth and created the landforms, the animals and

plants. The stories tell how the ancestral spirits moved through the land creating rivers, la$es

and mountains. Today we $now the places where the ancestral spirits have been and where they

came to rest. There are e"planations of how people came to Australia and the lin$s between the

groups throughout Australia. There are e"planations about how people learnt languages and

dance and how they came to $now about fire. n essence, the %reaming comes from the land. n

Aboriginal society people did not own the land it was part of them and it was part of their duty

to respect and loo$ after mother earth.

Read the story the Rainbow Serpent and e"plain its significance to Uluru. Giew following power

point for nformation3

Dave students create their own artwor$ of the Rainbow Serpent and display in classroom or

Baidoc 1ee$ ("hibition

.+tional

Share with the students a traditional dreaming story from the website below before completing an artwor$ of

your choice to compliment the story.

!ust Echoes This website contains Ma series of twelve beautifully animated dreamtime stories from *entral

Arnhem and, telling stories of love, loyalty, duty to country and aboriginal custom and law.M E@rom the %ust

(oo%:The

RainbowSerpent or

8outube

Story

'owerpoint

Art 'aper,pencils,

crayons,

paint, cotton

buds to

create

picture

This unit was developed by Leanne Williamson in consultation with the Stage Two team in 2012, revamped 2014Page "* o 4!
http://www.abc.net.au/dustechoes/dustEchoesFlash.htmhttp://www.teachers.ash.org.au/jmresources/dreaming/stories.html#storieshttp://www.teachers.ash.org.au/jmresources/dreaming/stories.html#storieshttps://www.youtube.com/watch?v=2vh6moD9ZOUhttps://www.youtube.com/watch?v=2vh6moD9ZOUhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGIhttp://www.abc.net.au/dustechoes/dustEchoesFlash.htmhttp://www.teachers.ash.org.au/jmresources/dreaming/stories.html#storieshttps://www.youtube.com/watch?v=2vh6moD9ZOUhttps://www.youtube.com/watch?v=2vh6moD9ZOUhttp://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&sqi=2&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.umsl.edu%2F~naumannj%2FGeography%2520PowerPoint%2520Slides%2Fmajor%2520religions%2Fuluru%2520aboriginal_dreamtime.ppt&ei=dHJYU4-ILoaElAXaqoGQDg&usg=AFQjCNH7dnXaLDDIgmH5OJHOpWdDf8yIHQ&sig2=0PyHZQxPXyDseE_l_018Pw&bvm=bv.65397613,d.dGI


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topic, the purpose and the intended audience

4nderstand and a++ly %nowledge of language forms and features

Cidentify organisational patterns and language features of print and visual te"ts appropriate toa range of purposes

4nderstand and a++ly %nowledge of "ocabulary

Clearn e"tended and technical vocabulary and ways of e"pressing opinion including modal verbs

and adverbsCvocabulary choice for peers as opposed to younger audience

Cvocabulary choice to convey meaning and enhance te"t #uality

$es+ond to and com+ose te3tsCcompose a range of effective imaginative, informative and persuasive te"ts using language

appropriate to purpose and audienceCincorporate new vocabulary from a range of sources into studentsL own te"ts including

vocabulary encountered in research

.b6ecti"e ): thin$ in ways that are imaginative, creative,interpretive and critical

E/0) thin%s imaginati"ely8 creati"ely and

inter+reti"ely about information8 ideas and te3tswhen res+onding to and com+osing te3ts

Engage )ersonally wit" te1ts

& respond to te"ts by identifying : discussing aspects of te"ts

that relate to their own e"perience


/ discuss how authors : illustrators ma$e stories e"citing,moving : absorbing : hold readers attention by using various

techni#uesC what techni#ues have the authors used to sustain our

attention5


features/ identify and discuss how vocabulary establishes setting andatmosphere


Cma$e connections between the ways different authors may

represent similar storylines, ideas and relationshipsE*omparing The monster who ate Australia with Are we there

yet5FCuse visual representations, including those digitally produced,

to represent ideas, e"perience and information fordifferent purposes and audiences

.b6ecti"e !:e"press themselves and their relationshipswith othe

integrated australian unit 2014

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