Unit of Work 102085

Unit name: Significance of ancient landscapes in contemporary Australia

Site Details: Minerva Pools and walking track, Dharawal National Park. Appin, NSW, Australia.

Site Description:
Declared a national park in 2012, Dharawal National Park is located about an hour south of Sydney and is one
of most pristine parklands available to explore. Dharawal National Park contains sites and resources of
cultural significance to the traditional custodians, the Tharawal (Dharawal) Aboriginal peoples. Minerva Pool,
one of the significant sites within this park, is a place of sacred women’s business and only women and
children may enter the pristine waterhole. Dharawal National Park, due to its recent opening to public
access, is a prime opportunity for students to explore Australian bushland, experience local flora and fauna,
comprehend the significance of this ancient landscape to the traditional custodians and understand the
cultural and environmental issues facing this landscape in contemporary Australia.

1.30pm Proteaceae Lesson plan Outline Curriculum area covered and link to your site
Group members number X/10
Rashida Stevens 2 Geography – Unit: Sustainable biomes
16893085
Jeremy Odang-Rohan 3 History – Unit: The globalising world
18017742
Nilufer Hakim 4 English – Topic: Storyboard/mapping for creative piece
17547840
Lauren Milne 8 English – Topic: Imaginative writing: Listening, analysing,
16539264 interpreting and planning

Unit description
Significance of ancient landscapes in contemporary Australia is a Stage 5 unit designed to provide students
of all backgrounds with a deep understanding of the connectedness of Aboriginal and Torres Strait Islander
knowledges to the landscapes that surround students today. Students engage with the historical narrative
and natural wonders abound in Dharawal National Park to construct knowledge necessary for meeting
outcomes in the NSW Geography, History, and English syllabi. General capabilities and cross-curricular
priorities integrated into each lesson enrich students’ learning experiences while developing students’
appreciation for the relationship between landscapes and Aboriginal and Torres Strait Islander peoples.
Through completing this unit, students will explore culture, environment and their own imaginings
through inspirations drawn from Dharawal National Park. The unit concludes with a community
celebration of students’ achievements and sharing of learnings. Teachers are supported in the delivery of
this unit through a suite a class-room ready resources, including worksheets and stimulus material, that
meet the needs of a diverse range of learners.
Time allocation
10  60-minute lessons

1
Resources
All lessons:
Lesson 1 – Multi-syllabi
Field trip
Lesson 2 – Geography
Lesson 3 – History
Lesson 4 – English
Lesson 5 – English
Lesson 6 – History
Lesson 7 – Geography
Lesson 8 – English
Lesson 9 – English
Lesson 10 – Multi-syllabi –
Student expo
 Class set of laptops or tablets
 Class roll
 Permission notes
 Transport
 Field First-Aid kits
 Slides 1 to 6 (as shown on lesson plan)
 Worksheet – Sustainable use of biomes
 Potted plants of Mountain Devil Shrubs (Lambertia Formosa)
 Gardening tools
 Textbook: Geography NSW Syllabus for the Australian Curriculum
Stage 5 (2016, Cambridge University Press)
• Slides 1-12 on Powerpoint
• Worksheets
o Source 1 - Yandel’ora worksheet
o Source 2 - Wallaby and Lyrebird worksheet
o Source 3 - Minerva Pool artwork worksheet
 Exit ticket worksheet
 Stopwatch
 Selected video for Dadirri activity (of Minerva Pools walking track)
 Minimum of 5 pictures of the area per group
 Worksheet for Dadirri logs (Individual)
 Group A3 sheet for detail structure and story event mapping
 A3 story maps from Lesson 4
 Research questions worksheet
 Letter template worksheet
 Stopwatch
 Worksheet – Graphic organiser for worldviews
 Textbook: Geography NSW Syllabus for the Australian Curriculum
Stage 5 (2016, Cambridge University Press)
 Large paper, coloured textas and poster making stationary
 Deep Listening video
 Stimulus Round Robin resources
 Personal Reflection/writing journals
 Exit Slip
 Completed visual map from last lesson
 Note books
 A3 paper, textas and markers, pencils
 Web-quest (uploaded to Google Classroom)
 Tables and chairs for guests
 Exhibition boards for student printed works
 Blu-Tack or pins
 Smart Board and projector
 Food for BBQ
 Gifts for the guests
2
Targeted outcomes
Geography:
Lesson 2 -
 GE5-1 > explains the diverse features and characteristics of a range of places and environments
 GE5-3 > analyses the effect of interactions and connections between people, places and environments
 GE5-5 > assesses management strategies for places and environments for their sustainability

Lesson 7 –
 GE5-2 > explains processes and influences that form and transform places and environments
 GE5-3 > analyses the effect of interactions and connections between people, places and environments
 GE5-4 > accounts for perspectives of people and organisations on a range of geographical issues

History:
Lesson 3 -
 HT5-3 > explains and analyses the motives and actions of past individuals and groups in the historical contexts
that shaped the modern world and Australia
 HT5-5 > identifies and evaluates the usefulness of sources in the historical inquiry process

Lesson 6 –
 HT5-1 > explains and assesses the historical forces and factors that shaped the modern world and Australia
 HT5-3 > explains and analyses the motives and actions of past individuals and groups in the historical contexts
that shaped the modern world and Australia
 HT5-4 > explains and analyses the causes and effects of events and developments in the modern world and
Australia

English:
Lesson 4 -
 EN5-5C > A student thinks imaginatively, creatively, interpretively and critically about information and
increasingly complex ideas and arguments to respond to and compose texts in a range of contexts
 EN5-7D > A student understands and evaluates the diverse ways texts can represent personal and public worlds
 EN5-9E > A student purposefully reflects on, assesses and adapts their individual and collaborative skills with
increasing independence and effectiveness

Lesson 5 -
 EN5-1A > responds to and composes increasingly sophisticated and sustained texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure
 EN5-9E > A student purposefully reflects on, assesses and adapts their individual and collaborative skills with
increasing independence and effectiveness

Lesson 8 -
 EN5-3B > Content point: Analyse and explain how text structures, language features and visual features of texts
and the context in which texts are experienced may influence audience response (ACELT1641)
 EN5-3B > Content point: Analyse a range of texts that include the use of Aboriginal dialects and Aboriginal
English
 EN5-7D > Content point: Reflect on personal experience and broadening views of the world by responding to the
ideas and arguments of others with increasingly complex ideas and arguments of their own
 EN5-7D > Content point: Respond to and compose sustained imaginative, creative and critical texts that
represent aspects of their expanding personal and public worlds, for a wide range of purposes, including for
enjoyment and pleasure

Lesson 9 -
 EN5-7D > Content point: Use and analyse increasingly complex language features to present a viewpoint on
issues such as environmental and social sustainability
 EN5-8D > Content point: Explain and analyse cultural assumptions in texts, including texts by and about
Aboriginal Australians
 EN5-8D > Content point: Analyse and describe the ways texts sustain or challenge established cultural attitudes
and values

3
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 1 Geography – Students attend a field trip to Dharawal National Park, Land links
Field trip GE5-1 > explains the diverse features and traditional country of the Aboriginal Dharawal People,
characteristics of a range of places and where students will learn about Indigenous culture and heritage on a
Multi-syllabi environments guided walking tour led by a National Parks Aboriginal Discovery
 Geography Ranger.
 History History –
Non-verbal
 English HT5-5 > identifies and evaluates the During the tour, students will be shown a range of indigenous flora and
usefulness of sources in the historical fauna, analyse and study the signage and language used throughout
inquiry process the park, understand the history of the park and learn about the
significance of the landscape to the Dharawal people. Students will
English – stop for lunch by the sacred site of Minerva Pool.
EN5-8D > Content point: examine how
language is used to express contemporary Story sharing
cultural issues

Cross-curriculum priorities -
 Aboriginal and Torres Strait Islander
histories and cultures
 Sustainability

General capabilities -
 Intercultural understanding
 Personal and social capability
 Critical and creative thinking

4
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 2 GE5-1 > explains the diverse features and Unit: Sustainable biomes Symbols and
Geography characteristics of a range of places and This lesson builds on ‘Biomes’ and ‘Changing biomes’ using Dharawal images
environments National Park as the focus.
The function and
importance of the GE5-3 > analyses the effect of interactions Brainstorm – identify the biome
environment and connections between people, places Students use audio and visual stimulus to identify and describe the
and environments type of biome that is represented by Dharawal National Park.
Non-linear
GE5-5 > assesses management strategies Fieldwork - Mountain Devil Shrub
for places and environments for their Students uncover botanic and historic facts about Mountain Devil
sustainability Shrubs and plant several in the school grounds.

Case study – Sustainable use of a biome

Students determine: Non-verbal
 the uses of national parks by different cultures
 sustainable use of biomes

Deconstruct /
Reconstruct

5
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 3 HT5-3 > explains and analyses the motives Unit: The globalising world Symbols and
History and actions of past individuals and groups This lesson aims to develop environmental awareness by focusing on images
in the historical contexts that shaped the historic cultures’ (Dharawal) role in connecting and valuing the Land.
Environmental modern world and Australia
awareness through Mind Map - sharing culture
historic culture HT5-5 > identifies and evaluates the Students have an opportunity to share aspects of their culture and its
usefulness of sources in the historical association with environment.
inquiry process Story sharing
Powerpoint - Dharawal cultural history and survival
Students read and discuss information on Dharawal history, including
cultural aspects such as creators, totems, practices (Dreaming) and its
ties with Land and Law.

Source analysis (Jigsaw) - Dreaming, Land and Law, Artwork Non-linear

Students analyse sources (Dream stories, animals and Law, Minerva
Pool artwork and signage) and answer questions that connect source
to Land.

Exit ticket - Minerva Pool Track; environmental and cultural

preservation
Students further work collaboratively to answer the following
question:
- How does an understanding of historic culture assist in
environmental awareness and preservation of sacred sites?
Use the three sources provided and information gathered from
your site visit.
Students make connections between:
- Dharawal historic culture > ties with Land and Law
- Land and Law > Valuing Dharawal environments and culture
- Valuing Dharawal environments and culture > protecting their
Land and Law (Minerva Pool)

6
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 4 EN5-5C > A student thinks imaginatively, Topic: Imaginative writing through visual and aural stimulus Community
English creatively, interpretively and critically Students to construct their own story map (plan) for a group creative Links
about information and increasingly writing piece to be completed in the following lesson.
Learning to complex ideas and arguments to respond
conceptualise and to and compose texts in a range of contexts Deep listening
utilise Indigenous Lesson to be based off Dadirri (deep listening), this should begin the
learning tools (deep EN5-7D > A student understands and lesson within a mini lesson (based on writing strategies from Nancie
listening) in evaluates the diverse ways texts can Atwell -1987).
connection to Western represent personal and public worlds Deconstruct
pedagogical writing Lesson roadmap Reconstruct
strategies for creative EN5-9E > A student purposefully reflects Students to have lesson outline displayed on power point for reference
writing purposes. on, assesses and adapts their individual and for expectations of them, other slides to be displayed throughout
Specifically, to begin collaborative skills with increasing lessons should cover clear instructions and suggestions on how to
creative writing story independence and effectiveness practice writing strategies, how to fill out their worksheets and an
mapping whilst example of the final product.
integrating Indigenous
contexts and Creative writing brainstorming Story Sharing
perspectives of the Students to use iPads for video and picture resources to practise ‘deep
Minerva Pool walking listening’ and ‘5 senses’ activity for creative writing inspiration, notes
track. to be taken on ‘log sheet’.

Conferences
Each activity resulting in note taking to have conference intervals with
teachers, AEO’s and community members present. Learning Maps

Story map
Final ideas to be listed out onto A3 sheet for final story map ‘plan’ of
creative piece.

7
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 5 EN5-1A > responds to and composes Topic: Imaginative writing through visual and aural stimulus Story Sharing
English increasingly sophisticated and sustained Students to complete entire written piece they made ‘story map’ plan
texts for understanding, interpretation, for in the previous lesson.
To draft and publish critical analysis, imaginative expression and
group creative story in pleasure Creative writing
accordance to the Lesson to have 5 stages;
story map designed in EN5-9E > A student purposefully reflects - brief group conference to organise and allocate writing sections
the previous lesson. on, assesses and adapts their individual and (who will write which event? will anything be co-written? How
collaborative skills with increasing many paragraphs will there be? Etc.)
independence and effectiveness - a third of the lesson dedicated to actual drafting (on personal
devices)
- followed by brief editing conference with teachers and AEO’s
available in the room for draft and implementation of editing
suggestions (teachers and AEO’s to ensure students have abided by
story maps and presented factors of deep listening and the other
‘senses’ as well as respectful representation of Indigenous culture
and perspectives, properly).
- publication of edited draft on Microsoft word document on
group drive which will then be expected to be uploaded onto
classroom drive.
- final presentation of stories; allow students to read one another’s
stories and comment on them on the classroom drive.

8
SYLLABUS & KEY OUTCOMES/ CONTENT
OBJECTIVES
Lesson 6 HT5-1 > explains and assesses the
History historical forces and factors that shaped
the modern world and Australia
Threats to natural
environments and HT5-3 > explains and analyses the
historic activism motives and actions of past individuals
and groups in the historical contexts that
shaped the modern world and Australia
HT5-4 > explains and analyses the causes
and effects of events and developments
in the modern world and Australia
INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
TO 8 WAYS
Unit: The Globalising World Non-linear
This lesson focuses on threats to the natural environments of Dharawal
National Park and historic activism taken to preserve Aboriginal culture
and landscape.
Discussion - Water supply; Sydney Water Corporation
Students investigate management of water catchment, established 1927,
Community
by Sydney Water Corporation and discover its contribution to Dharawal
National Park’s 70 years of “undisturbed and pristine surroundings” due Links
to restricted public access. Students discuss whether restricted public
access should be reinstated.
Research - State conservation area to National Park: Threats to natural
environment and activism taken
Students conduct a historical investigation using iPads into the creation
of Dharawal National Park from a State Conservation Area.
Students will focus on key development dates, threats to the
environment (coal mining by BHP Billiton). Further research into activism
taken by the public (petitions) and government to establish the national
park and preserve the environment (no depth-restriction; protected to
the “centre of the earth” and auditing, monitoring and maintaining
conditions of parks Aboriginal sites and assets by National Park Wildlife
Services, Tharawal Local Aboriginal Land Council and Water NSW.
Written task - Past to future activism + letter
Students are to answer the following questions in their books based off
the material they’ve learnt in the lesson:
- What can we learn from past activism to continue and potentially
improve future activism?
- Is enough currently being done to preserve Dharawal Aboriginal
culture and its environments? Why/Why not?
- How can we improve actions of activism?
Students write a letter directed to the NSW Minister for the
Environment, Heritage and Local Government and Tharawal Local
Aboriginal Land Council regarding their opinions on how to improve
activism actions to further preserve Dharawal National Park. Students are
provided additional time to complete the letter for homework and are
required to submit their letter to the teacher in the following lesson.
9
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 7 GE5-2 > explains processes and influences Unit: Environmental change and management Learning maps
Geography that form and transform places and This lesson introduces ‘Environmental Management’ using Dharawal
environments National Park as the focus.
Sustainable
environmental GE5-3 > analyses the effect of interactions Graphic organiser – Worldviews
worldviews and and connections between people, places Students discover the different types of worldviews on environments,
management and environments and determine those that apply to Dharawal National Park from Land links
approaches various perspectives.
GE5-4 > accounts for perspectives of
people and organisations on a range of Debate – Priorities for Dharawal National Park
geographical issues Students use the ‘Corners’ method to debate which worldview should
be the highest priority for Dharawal National Park.
Non-linear
Visual creation – Indigenous use of land
Students research either Aboriginal and Torres Strait Islander:
 conservation practices
 relationship with the land
 use of natural resources
to create a visual representation of their findings to present to the
class.

10
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 8 EN5-3B > content point: Analyse and Topic: Imaginative writing: Listening, analysing, interpreting and Learning maps
English explain how text structures, language planning
features and visual features of texts and Students analyse, reflect on and explain how visual and aural stimulus
How does deep the context in which texts are experienced create a powerful and personal connection between themselves, the
listening impact or may influence audience response site and the wider world around them.
influence your (ACELT1641) Land links
response to the world Deep Listening and Reflection (whole class activity)
around you? EN5-3B > content point: Analyse a range of Students begin with a deep listening and reflection exercise (Dadirri)
texts that include the use of Aboriginal and discuss as a whole class how and why the experience of deep
How can visual texts dialects and Aboriginal English listening influences or changes their response to what they are seeing
be critical or or viewing. Non-linear
communicate complex EN5-7D > content point: Reflect on
and critical ideas? personal experience and broadening views Stimulus Round Robin (group work activity)
of the world by responding to the ideas and Students are split into group stimulus stations and, in a round
How important is it to arguments of others with increasingly robin/pass the parcel style activity, students study a stimulus text
understand cultural complex ideas and arguments of their own individually and then discuss ideas and arguments with their partner Story sharing
perspective and before passing the stimuli on to their left. Activity is lightly scaffolded
cultural values in EN5-7D > content point: Respond to and and facilitated by the teacher, with students encouraged to think and
today’s world? compose sustained imaginative, creative present their ideas and discussions in more complex and sophisticated
and critical texts that represent aspects of ways by referring to background knowledge and skills learnt from
Why is it important to their expanding personal and public worlds, previous lessons or experiences. Students are to document (either with Symbols and
listen to and for a wide range of purposes, including for text or drawing) in their writing and reflection journals. Images
understand ideas and enjoyment and pleasure
arguments that are Visual Mapping (individual activity)
different to your own? Students visually map and plan an imaginative short story using the
stimulus from the previous activity as story inspiration. Students again
encouraged to represent their own personal values and beliefs in the
plan by drawing on their own knowledge from personal and Non-verbal
educational experiences.

11
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 9 EN5-7D > content point: Use and analyse Topic: Advocating for environmental and cultural sustainability Community
English increasingly complex language features to In this lesson students investigate, analyse and present their Links
present a viewpoint on issues such as viewpoints on issues such as cultural and environmental sustainability
What is sustainability? environmental and social sustainability (or another of their choosing). A community member/cultural
knowledge holder and AEO will be present to provide guidance and
EN5-8D > content point: Explain and
assistance to students during the lesson.
What issues might this analyse cultural assumptions in texts,
world face if we as a including texts by and about Aboriginal Web-quest (group work activity) Non-linear
society ignore or Australians Students will take part in a web-quest created by the teacher to
devalue EN5-8D > content point: Analyse and research and investigate issues into their chosen topic. Web-quest
environmental/cultural describe the ways texts sustain or challenge includes articles, stories, videos, artworks and photographs by
sustainability established cultural attitudes and values indigenous and non-indigenous authors. Students are to analyse the
texts and identify positives, negatives, ideas and perceptions, such as
cultural assumptions, stereotyping, racial issues, cultural values and
What are cultural Story sharing
how authors support or challenge these established views. Students
assumptions? are encouraged to work as a team to develop a strong argument or
idea about their chosen issue, delegate research tasks and utilise each
How can cultural other’s strengths, weaknesses, background knowledge and skills to
assumptions be formulate a well-informed viewpoint.
communicated?
Examine and explain Poster design and presentation (group work activity) Symbols and
how authors can Students use their research to create a poster which visually Images
sustain or challenge communicates their argument or idea about their chosen issue.
Students are invited to draw upon past lesson resources and skills to
assumptions, attitudes connect their learnings and draw together a well informed and
and values through conclusive argument/idea. Students will present their idea to the class
their chosen choice of as a group and respond to questions and feedback. The AEO and
medium. community member will also be offered the opportunity to provide
feedback or ask questions.

 Differentiation opportunity
As this is the last lesson before the student expo students will be
offered this class time to work on their bodies of work and/or have a
short one-on-one conference with the visiting AEO or community
member for any last-minute feedback or advice.

12
SYLLABUS & KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 10 Geography – Students, teachers, and local Indigenous community members come Story sharing
Student expo GE5-8 > communicates geographical together to celebrate the conclusion of the unit by sharing with each
information to a range of audiences using a other their key learnings.
Multi-syllabi variety of strategies
 Geography Students will have an opportunity to participate in each of:
 History History –
English HT5-10 > selects and uses appropriate oral, Yarning circles – Community
written, visual and digital forms to Students can share their ideas and thoughts on the unit, including (but links
communicate effectively about the past for not limited to) insights, memorable moments and key learnings.
different audiences
Exhibition of works –
English – Bodies of work completed during the unit will be displayed for all
EN5-9A > content point: articulate and students to review and reflect upon their own learning journey.
Non-linear
discuss the pleasures and difficulties,
successes and challenges experienced in BBQ lunch with Elders –
investigation, problem-solving and A BBQ lunch will be provided to celebrate the conclusion of the lesson.
independent and collaborative work, and
establish improved practices

Cross-curriculum priorities -
 Aboriginal and Torres Strait Islander
histories and cultures
 Sustainability

General capabilities -
 Intercultural understanding
 Personal and social capability
 Creative and critical thinking
 Literacy
 Ethical understanding

13