Year 2 History & Geography - Connectedness

Sustainability Taking Action: Lesson 12

Overview
In this lesson students will investigate the inquiry question: How can communities assist in
physically and historically preserving landmarks? During this lesson, students will start to make
connections about what has been learnt in the past six weeks. They will develop knowledge and
understanding about the sustainable future of Tiddalik the Frog. Throughout this lesson,
students will be given the opportunity to engage with a variety of lessons (rotations).

Explanation
In previous lessons, students have developed an understanding of the historical landmark of
Tiddalik the Frog.

Learning Intentions

Apply previous knowledge

Explain and Justify how to preserve our historical landmark

General Capabilities
Literacy
Throughout this lesson, students will develop more terminology towards Indigenous
landmarks and create texts to further develop their understanding of it.
Creating texts and concept maps
Personal and Social Capability
Students will be in groups for this lesson. The rotations will further develop their social
capability of responding to each activity and listening to others.
Intercultural Understanding
This lesson will scaffold students understanding of how important it is to care and
preserve our historical landmarks.

Cross Curriculum Priorities

Sustainability
Students will learn about sustainability of our landmarks and how we can be proactive in
our protecting historical landmarks.

Assessment
Assessment as learning
Reflection after lesson

Resources

Rotation Cards
Pencils
Books
Teacher Notes (Appendix A)
Learning Journal

Student Orientated Instruction

1. Briefly discuss previous lesson about assessment and the Indigenous landmark of
Tiddalik the Frog.
2. Explain to the students that this lesson is on sustainability and we need to find ways to
preserve and keep our historical landmarks safe (for the future).
3. Divide the class into three groups and explain to them that they will be doing rotations of
different issues of sustainability.
4. After each rotation has been completed come back as a class and have an overall
discussion about how the lesson went and what they have learnt.
5. Discuss the question of how can we save Tiddaliks memory?

6. In learning journals answers

- What will you do to preserve this site for the future?
- How can you teach others to preserve this site?
- Do you think that Indigenous landmarks are important?

Modification for students with varying degrees of ability

Support
Allow a teacher aide/ parent helper to be in the classroom
Extension
Allow students to present information to others within the school)

Appendix A
Sustainability Rotations Teacher Notes
Rotation 1 Environment

Overview:
For this rotation, students will be making connections about how the environment can affect our
landmarks. This will be done through a physical representation by using materials to destroy the
landmark and to visualise how the environment does this and after it has been destroyed seeing if
it can go back to what it was before.

Prior Knowledge

Historical landmark of Tiddalik the Frog

Where it is in the world

Learning Outcomes

Develop an understanding of the effects of the environment to the historical landmark

Pose questions about the environment and landmarks

Materials

Rock (Tiddalik the Frog)

Soil

Water

Sand

Leaves

Cloths

Toothbrushes

Rotation Overview

The rock symbolises Tiddalik the Frog students are to use the materials and attempt to
destroy the landmark.

When destroying it keep the children on task by scaffolding their knowledge of how our
environment can ruin our historical landmarks

Once the rock has been destroyed give the children the cleaning equipment and tell them
to try and clean it and get the rock back to what it first looked like.

Once this has been completed discuss with the children the activity and how to we keep
this site clean?

Rotation 2 Environment

Overview
For this rotation students will investigate how the others forms of the environment (weather and
animals) can affect our landmarks. Working out a solution to help reduce this.

Prior Knowledge

Historical landmark of Tiddalik the Frog

Basic weather knowledge (rain, hail, dry, wind)

Understanding of how animals may ruin the landmark (making a mess, habitats etc)

Learning Outcomes

Develop an understanding of the effects of the weather and our animals to the historical
landmark

Pose questions

Materials

A3 Paper
Type

How do they ruin it?

Solution

Weather
Animals

Pencils

Rotation Overview

As a group discuss how the weather and our animals can ruin the landscape
o Rain
o Footprints

Once they have worked out the problem are they any solutions that can help protect this
landmark?

Rotation 3 Humans
Overview
In this rotation, students will make connections of how humans can ruin our historical landmarks.
They will develop a protection plan to help others be aware of this landmark and the best way to
preserve its memory.

Prior Knowledge

Historical landmark of Tiddalik the Frog

What it means to protect something

Learning Outcomes

Develop an understanding of the effects of what humans can do to the historical landmark

Pose questions

Explore solutions to keeping our valuable landmarks safe

Materials

Pictures of Tiddalik the Frog where it is and what it looks like

A3 Sheets

Pencils

Colouring Pencils

Rotation Overview

Show the pictures of Tiddalik and ask students what they notice

Using these answers, ask them how could humans protect this landmark?

Dot pointing down these ideas ask students to construct a poster for a protection plan.

This poster should be brief and include the best way we can keep Tiddaliks memory alive
and safe.