Unit of Work 102085:

Site Details: Three Sisters located at Echo Point Katoomba/Blue mountains

Site Description:
The Three Sisters are located at Echo Point Katoomba in the Blue Mountains region. It is a popular attraction site that invites tourists to visit yearly. The three
sisters rock formation is an unusual form that is divided into three segments, each representing a sister who according to the Aboriginal legends were
transformed into stone. The Aboriginal dreamtime legend claims that the three sisters known as, ‘Meehni, Wimlah and Gunnedoo’ lived in the Jamison Valley
and were members of the Katoomba tribe. It’s said that the sisters fell in love with three brothers from the Nepean tribe, however the tribal law forbade their
love. Thus, due to their lives been in danger a witchdoctor turned the sisters into stone for their own protection. In comparison, the Alternative legend claims
that the three sisters turned into stone because they were in danger from a Bunyip, as they threw a stone and angered him for their own safety their father
used his witchcraft to turn them into stone. Thus, this is where the name the three sisters derived from and this is why the site is of important significance.

Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10
1 Nick Purdevski 1/10 English: Engage personally with texts
PDHPE: Health, Wellbeing and Relationships
2 Rabia Deeb 5/10 Science: Living World
3 Marian Hammoud 6/10 Science: Earth and Space
4 Eman Chami 9/10 Science: Chemical World

Unit description Resources

Students learn about the loss of autonomy through invasion and colonisation.
They learn about the experiences of the local Aboriginal community. The
following 10 lessons will be structured around The Three Sisters, as students
experience a range of activities. These activities will be discussed further in the
lessons after the site visits. the lessons prior to the site visit will focus on
student’s awareness of self as well as the terms belonging and identity.
Students will bring the knowledge learnt about The Three Sisters and the
knowledge about what it means to belong, to the site visit. This sequence of
lessons will ensure that students have an understanding of such particular
terms beforehand, so that students are in an appreciative mindset. The
Aboriginal and Torres Strait Islander identity will be addressed throughout the
Australian Institute for Teaching and School Leadership. (2018). Australian
Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards
NSW Education Standards Authority. (2018) Personal Development,
Health and Physical Education K–10 Syllabus. Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/2f65769
4-dc52-48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-
pdf.pdf?MOD=AJPERES&CVID=
lesson content, with specific connections to cultural pedagogy, thus increasing
the cultural awareness of the Aboriginal community. The following subjects
make up our 10 lessons; English, PDHPE and Science for Stage 4 students.
Students will be presented:
Students will learn about the history of The Three Sisters as well as the different
viewpoints surrounding the story of The Three Sisters. Students will learn
about identity and what it means to belong, through gaining an understanding
of the Aboriginal community. Students will learn about the scientific
explanation surrounding The Three Sisters and the impact of land formation.
Students will experience the Aboriginal culture through song and dance and
learn the importance of history surround Aboriginal way of life. In particular
was their sustainable farming practices. experiment how erosion occurs
through the manipulation of the environment. Students learn about the
knowledge of how the Aboriginal community utilise natural resources to create
everyday utensils. Throughout the lesson plans, students will be exposed to the
8 ways of learning, to achieve that cultural awareness and acceptance.
NSW Education Standards Authority. (2013) Science Years 7-10 Syllabus.
Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/49168748
-3e44-4f7a-b5a0-5de8a97d2089/science-7-10-syllabus-
2018.pdf?MOD=AJPERES&CVID
NSW Education Standards Authority. (2012). English K-10 Syllabus.
Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/1c3d7c13
-87c1-402a-a43e-897a4b7dd74c/english-k10-
syllabus.pdf?MOD=AJPERES&CVID
Yunkaporta, T & Kirby, M 2011, ‘Yarning up Indigenous pedagogies: A
dialogue about eight Aboriginal ways of learning’, in R Bell, G Milgate
& N Purdie (eds.) Two Way Teaching and Learning: Toward culturally
reflective and relevant education. ACER Press, Camberwell Victoria.

Time allocation 10  60-minute lessons *Lesson plan resources are referenced separately in each lesson
Targeted outcomes

PDHPE: Health, Wellbeing and Relationships

PD4-3: Investigates effective strategies to promote inclusivity, equality and respectful relationships

Science: Earth and Space

SC4-12ES Students describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

Science: Chemical World

SC4-17CW: Students explains how scientific understanding of, and discoveries about the properties of elements, compounds and mixtures relate to
their uses in everyday life

Science: Living world

SC5-14LW: Students analyses interactions between components and processes within biological systems

English: Engage personally with texts

EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN4-4B: makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

EN4-8D: identifies, considers and appreciates cultural expression in texts

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO
OBJECTIVES ASSESSMENT 8 WAYS
Lesson 1 English K-10 Outcome The Three Sister story
Syllabus EN4-1A
Student responds to and composes The first lesson of this unit focuses on the
texts for understanding, story of The Three Sisters and how this
interpretation, critical analysis, place is a sacred and significant to the
imaginative expression and Aboriginal people. Students will then look
pleasure
at how there has been man-made
Content additions to the area and their impact. The
lesson also allows for the students to
● Experiment with language create their own version of the Three
forms and features to Sisters story, to help them build a
compose texts for pleasure connection with the site prior to the actual
and enjoyment
site visit.
Outcome
EN4-1A
Student identifies and explains
connections between and among
texts

Content
Respond to and compose texts

● respond to and compose

imaginative, informative and
persuasive texts for different
audiences, purposes and
contexts for understanding,
interpretation, critical
analysis, imaginative
expression and pleasure
● compare the ways that
language and images are
used to create a character,
 and to influence emotions
and opinions in different
types of texts

Outcome
EN4-8D
Student identifies, considers and
appreciates cultural expression in
texts

Content

● explore the
interconnectedness of
Country and Place, People,
Identity and Culture in texts
including those by Aboriginal
and Torres Strait Islander
authors
● explore and appreciate the
ways different cultural
stories, icons, Aboriginal
images and significant
Australians are depicted in
texts

Lesson 2 PDHPE K-10 Outcome Student identity and connection

Syllabus PD4- 3:
Student investigates effective
strategies to promote inclusivity,
equality and respectful relationships
The fourth lesson of the unit is a Personal
Development, Health and Physical
Education lessons that will focus on The
Three Sisters site and identify how the
Indigenous people feel a sense of
belonging to this sacred site. The content
 Content will be covered from an Aboriginal and
● Identify individuals, groups, non-Aboriginal perspective to give the
places or activities to which students a greater understanding. This
they feel a strong sense of lesson is derived from the PDHPE
belonging and explain how syllabus content strand of Health,
these help them to feel Wellbeing and Relationships. This unit is
supported and connected focused on developing the student’s ability
● Explore how kinship and to identify relationship building strategies.
extended family structures in
different cultures support and
enhance the health, safety
and wellbeing
● Discuss how connection to
Country/Place sustains and
enhances the health and
wellbeing of Aboriginal and
Torres Strait Islander
Peoples and communities

Lesson 3 Site Visit – Outcomes: N/A Site Activities

Syllabus N/A Students will partake in a range of
activities, which will allow them to explore
the history of The Three Sisters as
Content: N/A
students learn of the Aboriginal cultural
perspectives. Activities include:
- Students will visit the Waradah
Australian Centre where students
will watch a live performance, as
they learn about the Aboriginal
culture and way of life. They will be
required to take notes of what they
see and in particular students will
write down the tone of the songs,
 the type of dancing and what the
performers were wearing.
- Students will then walk the track
with a tour guide as they observe
the scenery of The Three Sisters.
- Students will be required to take
photos of The Three Sisters and
different layers of sedimentary
rocks they might find.
- Teachers will point out plants to
keep an eye-out for and students
will be required to take a tally and
photos. These plants include:
Eucalyptus and Tea tree plants
- Students will also keep a look out
for any irons which have formed a
red substance on them (iron oxide)
as in their allocated groups they will
have to collect 5 and place them in
a bag with their group names.

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING CONNECTIONS

OBJECTIVES AND ASSESSMENT TO 8 WAYS
Lesson 4 English K-10 Outcome Photo/film analysis
Syllabus EN4-8D: The fourth lesson of this unit comes after
Student identifies, considers and the actual site visit. This lesson allows
appreciates cultural expression in students to relieve The Three Sisters in a
texts visual capacity. The lesson will allow built
on their connection they felt during the site
Content visit. This lesson allows students to
improve their understanding and
● explore the knowledge of visual texts and techniques
interconnectedness of employed by authors in texts and in film by
Country and Place, People, the producers.
Identity and Culture in texts
 including those by Aboriginal
and Torres Strait Islander
authors
● explore and appreciate the
ways different cultural
stories, icons, Aboriginal
images and significant
Australians are depicted in
texts
Lesson 5 Science K-10 Outcome
Syllabus SC4-15LW:
(Stage 4 Students explains how new
Living World) biological evidence changes
people's understanding of the world
Content Statement
LW5 Science and technology
contribute to finding solutions to
conserving and managing
sustainable ecosystems.
Students
f. describe how scientific knowledge
has influenced the development of
practices in agriculture, e.g. animal
husbandry or crop cultivation to
improve yields and sustainability, or
the effect of plant-cloning
techniques in horticulture
Sustainability: Back Burning
This lesson students will be introduced to
the concept of agricultural sustainability, in
particular the importance of back burning.
To test students prior understanding of
ecosystem as a big picture, a Padelt
brainstorm was created. Students will write
down what they know about ecosystems,
food webs and food chains.
Students will engage in an article that
explains the 2018 fires, and the
importance of back burning to prevent
such fires. To check understanding
students will be required to write down
summary points
Through a PowerPoint student will be
taught the scientific knowledge that has
influenced the practice of back burning in
order to promote sustainability.
Students will be exposed to a dreamtime
story on the Aboriginal perspective of back
burning in order to consolidate student

Lesson 6 Science K-10 Outcome
Syllabus SC4-15LW:
(Stage 4 Students explains how new
Living World) biological evidence changes
people's understanding of the world
Content Statement
LW5 Science and technology
contribute to finding solutions to
conserving and managing
sustainable ecosystems.
Students
f. describe how scientific knowledge
has influenced the development of
practices in agriculture, e.g. animal
husbandry or crop cultivation to
improve yields and sustainability, or
the effect of plant-cloning
techniques in horticulture
Additional content
● discuss how the observations
and understanding of the
structure, function and life
cycles of native plants are
awareness of Aboriginal culture and way
of life
To end the lesson students will part-take in
a debate about the pros and cons to back
burning and its ability to sustain the
ecosystem.
Cultivation: Bush Medicine
Students’ knowledge is reviewed in this
lesson on the importance of back burning
through a do now activity.
This lesson will bring in the live
performance the students watched during
the site visit. In particular was the story of
the Aboriginal way of life and the use of
nature as their medicine.
During the site visit students were required
to tally how many eucalyptus and tea tree
plants they noticed. To connect the site
students will participate in a numeracy
activity and plot data on an excel
spreadsheet.
Through a PowerPoint presentations
student will be taught about the
importance of sustainability to cultivate
and preserve plants, in particular are
plants that provide bush medicine. During
the explicit teaching of these plants and
their uses, students will be exposed to the
leaves as they participate in their uses
(e.g. rub the eucalyptus leaves)
 used by Aboriginal and
Torres Strait Islander peoples
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVE
S WAYS
Lesson 7 Science K-10 Outcome
Syllabus SC4-12ES
(Stage 4 Earth Describes the dynamic nature of
and Space) models, theories and laws in
developing scientific
understanding of the Earth and
solar system
Content Statement
ES1 Sedimentary, igneous and
metamorphic rocks contain
minerals and are formed by
processes that occur within
Earth over a variety of
timescales.
Students
a. Describe the structure of the
Earth in terms of core, mantle,
crust and lithosphere
g. Outline the origins of and
relationships between
sedimentary, igneous and
metamorphic rocks
To end the lesson students will participate
in a think, pair share to make real-life links
to their plants, so where might they find
these plants in their everyday products.
INTEGRATED TEACHING, LEARNING AND CONNECTIO
ASSESSMENT NS TO 8
Earth's layers
This lesson is an introductory lesson to the
topic Earth and space. This lesson provides
students with an understanding of the Earth
and its cores as well as their structure and
materials.
Students are taught about the structures of
the Earth via PowerPoint slides and modelling
of the Earth. Students are taught about the 3
Rock classifications “Igneous, Metamorphic
and Sedimentary” their composition and how
they are made.
Students watch a video on the rock
classifications and the teacher brings in 3
sample rocks students can observe, teacher
also uses PowerPoint slides to explain the
rock classifications.
Students then link the two concepts together
(The structures of the Earth and the Rock
classifications); this lesson aims to help
students link the connection between the
Earth's structures and how they assist in the

Lesson 8 Science K-10 Outcome
Syllabus SC4-12ES
(Stage 4 Earth Describes the dynamic nature of
and Space) models, theories and laws in
developing scientific
understanding of the Earth and
solar system
Content Statement
ES1 Sedimentary, igneous and
metamorphic rocks contain
minerals and are formed by
processes that occur within
Earth over a variety of
timescales.
Students
b. Relate the formation of a range
of landforms to physical and
chemical weathering, erosion and
deposition
creation of the rock types based on natural
events such as volcanoes.
Earth's rocks/landforms
Students’ knowledge is reviewed in this
lesson on the structure of the earth and rock
classification as students will be using the last
lesson as a basis for their higher order
thinking abilities.
This lesson would also introduce how
horizontal sedimentary layers (HSL) are
formed and how weathering, deposition, and
erosion affect HSL. The lesson will introduce
the information through questioning to lead
students into the right mindset, followed by a
PowerPoint.
Students will be given The Three Sisters as
an example of erosion and weathering;
students will also discuss the importance of
the three sisters in this time to the Indigenous
people and how the scientific explanation of
their formation and the dreamtime stories of
Indigenous people differ.

Lesson 9 Science K-10 Outcome
Syllabus SC4-17CW
(Stage 4 Chemical Students explains how scientific
World) understanding of, and discoveries
about the properties of elements,
compounds and mixtures relate to
their uses in everyday life
Content
CW2 Scientific knowledge and
developments in technology
have changed our
understanding of the structure
and properties of matter.
Students
f. investigates how people in
different cultures in the past have
applied their knowledge of the
properties of elements and
compounds to their use in
everyday life, e.g. utensils,
weapons and tools
Additional content
Research how a knowledge of
physical properties of natural
materials is used by Aboriginal
and Torres Strait Islander people
This activity will help them in their next activity
of creating a presentation of The Three
Sisters, which requires inquiry-based learning
when working at home based on the scaffold
guidelines handed out by the teacher.
Natural Resource: Iron Oxide
This lesson provides students with an
understanding of the importance of the natural
resource iron oxide.
Student prior knowledge will be tested during
the demonstration of 2 types of nails, one with
rust and one without. Through a think, pair,
share activity students will discuss questions
like why does rust occur and what needs to be
present in order for rust to happen.
The rocks gathered from The Three Sisters;
students will do the worksheet called
“observation vs inference as they list 5 things
about the rocks. An example is given for
students who may be confused about the
activity.
The video and worksheet activity will be used
to further students understanding of iron
oxide. The worksheet will be used to see if
students are paying attention during the video
and a tool to check students' understanding.
The exit slip will be in the form of a Venn
diagram as this will test students'
understanding of the site visit and the
information just learnt. Students will identify
 in everyday life, e.g. tools,
weapons, utensils, shelter,
housing or bush medicine
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVE
S WAYS
Lesson 10 Science K-10 Outcome
Syllabus SC4-17CW
(Stage 4 Chemical Students explains how
World) scientific understanding of,
and discoveries about the
properties of elements,
compounds and mixtures
relate to their uses in
everyday life
Content
CW2 Scientific knowledge
and developments in
technology have changed
our understanding of the
structure and properties of
matter.
Students
f. investigates how people in
different cultures in the past
have applied their knowledge
of the properties of elements
and compounds to their use in
the Aboriginal uses of iron oxide vs the
Westernised uses.
INTEGRATED TEACHING, LEARNING AND CONNECTIO
ASSESSMENT NS TO 8
Natural Resource: Ochre
This lesson provides students the ability to
connect their understanding of previous lesson
and what iron oxide is. Students will be
introduced to the idea of chemical weathering.
To connect students to the information learnt
during the site visit, students will be required to
get into groups of 5 and along with an article they
have to produce a 5-dot summary worksheet to
share with the class. Students will have to refer to
the performance observed
Students will then be required to extract iron
oxide from the rocks they gathered from the site.
During this hands on activity the teacher will ask
questions that brings students' attention to the
Aboriginal way of life and how they would have
extract iron oxide, what type of equipment do
they use instead.
Students will be taught what chemical weathering
is during a PowerPoint presentation. this
presentation highlights the importance of
everyday life, e.g. utensils, chemical weathering to produce iron oxide to
weapons and tools further produce ochre. It further highlights the
importance of ochre as part of the Aboriginal way
of life, in particular paint.

Additional content To end the lesson students will participate in a

Research how a knowledge of practical activity where they produce paint from
physical properties of natural the extracted iron oxide. Students will be mixing
materials is used by Aboriginal different binders and testing them on different
and Torres Strait Islander materials.
people in everyday life, e.g.
tools, weapons, utensils,
shelter, housing or bush
medicine