| Unit name | The Call of the Peaks: Understanding and Preserving Mountains | |
| Date created/by who | Josh and Sandy | |
| Year Level/Class | Year 10 – Outdoor Education Elective | |
| Big Idea (Timeless, cross disciplinary etc.) Can be written as a provocation | Mountains are more than features in landscapes; they are living connections to culture, Country, and ecosystems. | |
| Guiding questions | 1. How do mountains connect us to Country and reflect the cultural significance of Traditional Owner knowledge and practices?
2. What role do humans play in protecting and sustaining mountain ecosystems as part of Caring for Country? 3. How can we balance outdoor recreation with respect for Indigenous Peoples’ perspectives and responsibility to preserve mountain landscapes? |
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| Students will know | – The cultural, ecological, and recreational significance of mountains, including their importance to Aboriginal and Torres Strait Islander Peoples and the concept of Caring for Country.
– How human activities (e.g., recreation, travel) impact mountain environments and how these impacts can be managed sustainably. – Strategies to promote health, wellbeing, and connection through safe and responsible participation in outdoor activities in mountain landscapes. |
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| Students will be able to | – Collect, process, and analyse primary and secondary data about mountains, including fieldwork and geospatial technologies, to understand their cultural, environmental, and social value.
– Design and produce a media piece that communicates the importance of mountains, integrating Aboriginal perspectives and promoting stewardship and conservation. – Evaluate and apply participation strategies for safe, sustainable, and respectful outdoor activities that enhance health and wellbeing while fostering connections to the mountain environment. |
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| Curriculum Links
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– participate in and evaluate physical activities designed to enhance health, fitness and wellbeing VC2HP10M05
– participate in physical activities that promote health, safety and social outcomes in outdoor environments and aquatic settings to design and evaluate participation strategies for themselves and others VC2HP10M06 – the impacts on places of people’s travel, recreational or cultural choices, and how these can be managed, including those impacting Aboriginal and Torres Strait Islander Peoples and their Country and Place VC2HG10K08 – collect, process and compare information and data from primary and secondary sources, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate VC2HG10S02 – design and structure media arts works that communicate ideas, perspectives and meaning VC2AMA10C01 – select and apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and meaning to an intended audience VC2AMA10C02 – the components of a cohesive, culturally diverse society and the benefits and challenges of building and maintaining social cohesion VC2CI10D01 – how diverse worldviews can contribute to addressing social and environmental challenges VC2CI10D02 |
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| Summative Assessment Tasks | – Students develop a creative response to celebrate and promote the importance of Mountains in the Australian Landscape |
| Week | Lesson | Learning Focus | Guiding question | Learning tasks | Assessment tasks |
| 1 | A 120min | Exploring The Geological History of Mountains | 1, 2, 3 | Location: Mount Buninyong
Introduction: – Discussion circle: – Invite the students to sit quietly for two minutes (shoes off if safe) and to feel Country – Discuss, preconceptions of the place and how that activity made them feel – Have students in small groups, discuss and introduce the guiding questions – Explain that we are at a mountain today because it is a special place for people and it has been for 10s thousands of years
Instruction to Task: – Hike safety brief and pre-activity check – Introduce that we are going to walk Mount Buninyong and look at the geological features and how humans have interacted with this place before and after colonisation
Body: – Walk to the summit and discuss key geological features and First Nations interactions – At the top of the look out, ask and discuss how many peaks students can see in the landscape and how these peaks were formed and when
Reflection: – Students complete the ‘Geology of Mount Buninyong’ task (Appendix 1.2) |
Assessment for learning – Geology logbook entry |
| 1 | B 60min | 1, 2, 3 | Introduction:
– Reflection discussion using mentimeter: o Something I learnt at Mount Buninyong o Something I would like to know next about Mountains in this landscape
Instruction to Task: – You are going to use https://www.peakfinder.com/ to explore the Mountains we saw from Mount Buninyong – Start with those visible within 5km, then slowly work your way out – In a pair choose a mountain to investigate today
Body: – Choose and claim a mountain by writing it’s name on the board – As a pair, answer as many of the following questions as you can about your mountain: o What is the geological origin of your mountain, and how was it formed? o What are the key physical features of the mountain, such as its height, slopes, and surrounding landscape? o What is the cultural or historical significance of the mountain to Aboriginal Peoples and non Indigenous people? o What plants, animals, or ecosystems are found on and around the mountain, and how do they depend on its geology?
Suggested websites: – https://resources.vic.gov.au/geology-exploration/maps-reports-data/geovic – https://victoriancollections.net.au/
Reflection: – Students present their mountains to the class |
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| 2 | A 120min | Ecological Impacts of Colonisation on Mountains | 2 | Location: Mount Doran State Forrest
Introduction: – Read as a group https://www.abc.net.au/news/2018-04-10/shepherds-daughters-grave-fascinates-locals-more-than-century/9633560 – Discuss, how was life changed in this after by colonisation?
Instruction to Task: – Hike safety brief and pre-activity check – Read guiding question and introduce that we are going to collect primary data in the form of images and field notes about how colonisation has impacted the ecology of the area
Body: – Walk to Mount Doran, Champion Hill and other key parts of the park – Discuss and photograph key impacts of colonisation and discuss environmental impacts of these interactions
Reflection: – Log Book Task – Photo Essay Showing Environmental Impacts of Colonisation on the Mount Doran State Forrest |
Assessment for learning – Photo Essay Logbook Entry |
| 2 | B 60min | 2 | Introduction:
– Briefly discuss how erosion can change landscapes, especially in areas with clay-based soils common in alluvial gold regions.
Instruction to Task: – In small groups, create simple erosion models in the school grounds using trays or areas with different soil types (e.g., clay, sand, and loam). – Simulate rainfall using watering cans or bottles with holes.
Body: – Observe how water moves through and erodes each soil type. – Alter the water courses in your models and examine the impact. – Attempt to restore and restabilise the environment.
Reflection: – Discuss as a group: ● Which soil showed the most erosion? ● How might the erosion caused by mining and other colonising activities have impacted Wadawurrung Peoples’ relationship with Mount Doran? |
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| 3 | A 120min | Recreation and Mountains | 3 | Location: Bowdun – Black Hill
Introduction: – Meet and greet with local mountain bike enthusiast
Instruction to Task: – Bike safety brief and pre-activity check – Read guiding question and introduce that we are going to ride some trails and explore the reserve to examine how it’s use has changed over time
Body: – Ride tracks as appropriate to student skill level. – Stop for water and rest breaks and discuss observations of the environment – Allow students time to photograph/film parts of the ride
Reflection: – Write a story as a pair from the perspective of Bowdun – Black Hill. Consider how the landscape has been impacted over time by people |
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| 3 | B 60min | 3 | Introduction:
– Students to share their stories of Bowdun – Black Hill.
Instruction to Task: – Introduce that we are going to have a virtual guest speaker with an industrial heritage expert from Federation university today – Students are going to write questions in small groups to ask the expert
Body: – Guest speaker and Q and A
Reflection: – Mini Class Debate: o ‘Given Bowden’s significant heritage, mountain biking should be banned’ |
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| 4 | A 120min | The impacts of colonisation on the Cultural Importance of Mountains | 1 | Location: Sovereign Hill
Introduction: – Explain, we are going to add to our understanding of how people have interacted with mountains in this landscape
Instruction to Task: – Read guiding question and instruct, during the walking tour and session, you should, take photos and notes of interesting information
Body: – Participate in the session and take notes and photos when allowed
Reflection: – Discuss: What mountains did you learn about today? What did you learn about them that you didn’t expect. |
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| 4 | B 60min | 1, 2, 3 | Introduction:
– Unit check in, revisit and discuss guiding questions – How are we going at building understandings of these questions so far?
Instruction to Task: – You are going to spend time finding secondary information to add to your logbook entry from the Sovereign Hill Visit. You can also use this time to tidy up any outstanding logbook tasks.
Body: – Working on secondary annotations, suggested websites: – https://resources.vic.gov.au/geology-exploration/maps-reports-data/geovic – https://victoriancollections.net.au/
Reflection: – Discuss – What in this unit has interested you the most? Are there any peaks that you are more interested in than others? |
Assessment for learning – logbook entry with secondary annotations | |
| 5 | A 120min | Caring for Mountains | 2 | Location: Mount Buninyong
Introduction: – Meet and hear about the work of the local friends group
Instruction to Task: – Safety brief and pre-activity check – Read guiding question and introduce that we are going to help conduct some conservation work.
Body: – Participate in conservation work alongside volunteer group
Reflection: – How did you feel giving back to a mountain? |
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| 5 | B 60min | Story Telling/Assessment of Learning | 1, 2 & 3 | Introduction:
– Watch: Planting 1440 Trees in 24 Hours by Beau Miles https://www.youtube.com/shorts/g71jHm26xtc – Discuss: What makes this a good story? What are the key messages in the video?
Instruction to Task: – Read together – Summative Assessment Task Sheet – By the end of today, you should: – Have decided on your question/s – Decided on your medium and key message – Planned out the project breaking it into manageable chunks of work for today, work in your own time, next weeks class on the Pyramid Graphic Organiser.
Body: – Working session – All students must check in with the teacher once they have completed parts a, b and c. – Complete the Pyramid Graphic Organiser.
Reflection: – Students are to consider the progress made today and plan: o What they need to do before the next class o What they need to do during the next class |
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| 6 | A 120min | 1, 2 & 3 | Introduction:
– Reconnecting to Mountains: Have students close their eyes and visualise one of their visits to a Mountain. Prompt them to remember what they see, hear, smell, touch, and feel.
Instruction to Task: – Q and A: What questions do students have to complete the summative task? – Discuss the rubric.
Body: – Students to continue working on their project.
Reflection: – Peer Feedback: o In pairs, students show each other their project to date and get critical feedback based on the rubric. o Based on the peer feedback discussion, plan, what they need to do before the next class.
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| 6 | B 60min | Assessment of Learning and Reflection | 1, 2 & 3 | Introduction:
– When have you been inspired by the work of others? Shared discussion and frame ‘today we engage in the work of others to fine new ways of seeing mountains and possible new sites of inspiration’ – Students set up their gallery of work.
Instruction to Task: – Explain the process for the gallery peer and self reflection below. Reinforce constructive comments in the feedback.
Body: – Students are to firstly spend time viewing the gallery of work. – After they have taken the time to view work they will be assigned two other students work to peer assess and need to assess their own work using the rubric. – They need to find two affirmations and one suggestion for their own and peers work.
Reflection: – Personal commitment to mountains, ask students to write down a personal commitment to mountains from this unit. |
Assessment o f learning – Creative Media Response
Assessment as learning – reflection |
