LESSON PLAN

CLASS YEAR LEVEL: 1S DATE: 01/09/2014

TOPIC: Wet and Dry
environments
KLA: HSIE

1. PREPARATION
a) Context/Students
There are 21 students in 1S and this term they have been learning about wet and dry
environments.

b) Purpose of the lesson
Students recognise that Aboriginal People have interacted positively with their
environment for a long time. Read a Dreaming story and discuss; Who were the first
people to live in the Bankstown area? (Dharug People).


c) Learning outcomes:
ENS1.6
Demonstrates an understanding of the relationship between environments and people.
ENS1.5
Compares and contrasts natural and built features in their local area and the ways in which
people interact with these features.
d) Resources
IWB
Aboriginal Australia map
Australian map
The Bittangabee Tribe or Big Rain Coming
Worksheet
Pencils





Future lessons could include based on the HSIE unit of work:

What types of food would they have eaten?
How would they have lived and survived?
What types of tools would they have used?
Listen to a CD of traditional Aboriginal music, paying attention to instruments, voices
and words.
Devise a class Y chart on a Dreaming story.
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and languages.
For the lesson that was taught, I sourced information about the local custodians. I
felt that the students would be able to make greater connections about their
community (local People (Dhurug). I feel that the focus area 2.4 is demonstrated
in this lesson as the respect for Aboriginal Australians is given by starting with the
local area on which the school is currently. Throughout the lesson specific
co0nnections were made regarding how the Dhurug used the land, what types of
environments and how the Dhurug adapted according to the season. The lesson
started with a local focus and then moved to a different area, showing that
Abopriginal and Torres Strait Islander People come from diverse areas of
Australia.
2. PRESENTATION [In each section refer to what you (and possibly other teachers) will do and
how the class will be organised]. Also indicate what students will be doing during each phase of
the lesson


10
minutes
INTRODUCTION Indicate:
The teacher will brainstorm what are
wet and dry environments? What
features do they have?
Indicate:
The students will brainstorm and
share ideas as a class group



10 mins





35 minutes -



20 mins







10 mins
BODY Indicate:

The teacher will display a map of
Australia and ask students to identify
areas that are wet and dry. The
teacher will show the students the
Aboriginal map of Australia and make
connections that Aboriginal People
live in all parts of Australia.

The Bittangabee Tribe or Big Rain
Coming book and story.

http://katrinagermein.com/tag/big-rain-
coming/

The teacher will ask students about
the environment in the story, was it a
wet or dry environment? How do we
know?

The teacher will give the students a
worksheet to complete. No more than
10 minutes
Indicate:

The students will view both maps and
discuss how Aboriginal People come
from different areas of Australia.








The students will listen to the story
while paying attention to the images.
The students will participate in a
discussion of the story with the
teacher.



The students will draw a wet and dry
environment and include an
Australian animal that would live
there. The animals will be from the
story.


10
minutes






CLOSURE:
The teacher will ask two students to
share their work for the class.
Evaluating questions:
1. Were students engaged?
2. Did all students understand
the key concepts of the
lesson?
3. Was the lesson culturally
appropriate?
Indicate:
The students will view their peers
work.