Week

Lesson

Learning Focus 

KK

Learning tasks

Assessment tasks

Oreo Cookie Plate Tectonics Prac

Discuss:

• What types of plate tectonic movements have we just observed?
• What impacts would plate tectonics have on outdoor environments?
• Have you ever felt a small earthquake? Why do we only get small ones in Victoria?

Body

• Introduce the theory that Australia was once part of a supercontinent known as Pangea.
• Use a class-size puzzle (print each piece to A3) to model the movement of current land mass from Pangea to Laurasia and Gondwana to Australia.
• Discuss how Australia split off 250 million years ago, and that has led to a unique landscape that can be described using three unique features.
• Assign students into three expert groups – Biological Isolation (BI), Geological Stability (GS), and Climatic Variation (CV). Students are to prepare and present a 3-minute presentation to peers on their characteristics.

Reflect

• KWL (Know, Want, Learned) Chart – What I know about Australia before humans.
• Unit overview and outdoor experience briefings.

Homework

• Watch the Lecture from Dr Price from the University of QLD on the extinction of Megafauna
• Take notes of examples from the video that relate to the three characteristics.

Intro

• Recap BI, GS, CV from previous lesson.
• Discuss what flora, fauna, and abiotic components would be indicators of these characteristics here?

Body

• Australia before human’s scavenger hunt.

Students are to work in pairs to find:

• A sample of soil that represents geological stability
• A piece of fauna (from the ground) that represents climatic variation.
• A photo of fauna (or evidence of ‘scat, track, etc.’) that represents biological isolation.

Reflect

• Students are to use their gathered evidence to annotate a table describing examples of BI/CV/GS for their logbook.

Homework

• Competition – Who can find the most interesting example of BI, GS, or CV impacting our local landscape?

• Share examples from homework.
• Kahoot – Name that flora/fauna/characteristic.

Body

• I do, we do, you do. Model, then have students attempt exam style questions about Australia before humans, using describe and explain task words.

Reflect

• Respond to these questions on the back of your responses.
  • Something that I do well in describe questions…
  • Something that I do well in explain questions…
  • Something that I need to work on for describe or explain questions…

Homework

• Read the summary on Australia before humans in Checkpoints.
• Watch the describe and explain task word videos on the Checkpoints site and complete questions as set by teacher.

Homework

• Read the section of the textbook on Indigenous peoples’ relationship before colonisation.

• Watch ‘Behind the News – First Fleet’ and ‘Indigenous Perspectives of Cook’s Visit’
• Produce and share a creative response about how an Indigenous person may have felt encountering colonisers for the first time, or how somebody forced onto the first fleet would have felt?

Body

• Introduce PII model – Have students complete a table of PII using their notes from the walking on country session.
• Blackout poem activity – Have students turn Chapter 6 from Aboriginal Victorians by Richard Broom into a collective ‘blackout poem’.
• Share the poem, then complete a second part of the PII table about the Wadawurrung people post colonisation.
• Complete an initiative game such as the spiders web where all individual actions have an impact on the group. Debrief, how do actions have effects? What is the concept of cause and effect.
• Introduce that in analyse questions are often answered using cause and effect. Model cause and effect style response on the board.
• Students are to annotate the changing human relationship of the Wadawurrung pre and post colonisation.

Reflect

• Students complete the following question ‘Analyse how colonisation impacted an Indigenous people’s community you have studied relationship with a specific outdoor environment’  (4 marks).
• Have students swap with a partner, partners are to mark the question, and highlight the use of cause and effect in the response.

Homework

• Checkpoints analyse video plus set questions.
• Read textbook about the impact on Indigenous people’s communities by colonisation.

• Unpack as a group, model responses to set checkpoints questions from last lesson. Have students self-mark homework questions.

Body

• Using the timeline, in small groups, create and present a roll play to tell the story of early colonisation in Victoria.

Reflect

• Discussion – in the timeline what events were critical, and which would make high mark attracting specific examples for the exam/SAC?

Homework

• Explore the Sovereign Hill Hidden Histories site to consider how colonisation impacted the Wadawurrung people.

Teaching stops.

• Yarrowee river – impacts of gold mining on river health.
• Eastwood – stie of early gold rush.
• Sovereign Hill – VCE OES session and red hill mine tour.

Logbook entry – Annotated map of impact of gold mining.

Homework

Watch the video about the history of the goldrush in Victoria

• Re-visit direct vs indirect impacts on outdoor environments form 2.2.
• Discuss, how direct impacts are more tangible and normally better examples in VCE OES.
• Read aloud: Previous examiner report talking about using direct and observable impacts.

Body

• Students are to work in small groups, and go to stations around the room with images of different relationships during the gold rush. Students to work in groups to annotate the PII on the images.
• Class discussion, which impacts are the greatest? Why?
• Workshop a comparative question, I do, you do, we do.

Reflect

• Students to attempt a comparative question about the impacts of early colonisation and pre-federation period relationships.

Homework

• Complete set checkpoints question.

• Discuss, ‘How did relationships change post 1860 based on our day trip’?

Body

• Expert groups, students are assigned to a topic, they are to research using the supplied resources from Sovereign Hill, Victorian Collections, and the Nothing but Gold and Dolly’s Creek books how their assigned interaction impacted the Bunanyung landscape between 1860 and 1900. Students make a small fact sheet for peers using a template. Topics:
  • Deep lead mining
  • Quartz mining
  • Sluicing
  • Iron mining and blacksmithing
  • Agriculture
  • Photography

Reflect

• Students present to their groups a small fact sheet on their assigned topic.

Homework

• Read chapter 1 from Nothing but Gold by Robyn Annear
• Food shopping and packing for Lal Lal.

Day 1: Teaching Points

• Morrisons Cemetery and Morrisons Station*
• Quarry 3.1.3
• Dolly’s Creek Township 3.1.3*
• Lal Lal Water Race 3.1.3
• Sluicing Site and Chinese Miners Shafts 3.1.3*

Camp: West Moorabool River

• Lal Lal Iron works and Iron Mine 3.1.3*
• Lal Lal Bungal Dam 3.1.4
• Lal Lal Falls 3.1.2*
• Lal Lal Racecourse 3.1.3
• Lal Lal Station 3.1.3
• Site of first gold discovery Buninyong 3.1.3
• Buninyong Self-Guided Historical Walk 3.1.3

• Students are given 5 min to draw an image of something memorable from the Lal Lal trip on a post it and annotate the PII.
• Students work together to create a comic book story using their images.
• Have the students ‘read’ their comic as a class to tell the story of the Lal Lal trip.

Body

• Students are given time in class to annotate and add secondary data to their logbooks under test conditions.

Reflect

• Discuss: What makes a good log book entry? What details are important to capture on a trip?

Homework

• Watch ‘Linking to Outdoor Environments’ and consider how your can use specific examples from your trip in your SAC.

• What was federation? Watch the video on Federation, then read aloud the Federation timeline and highlight key events and information.
• Discuss, how might federating as a nation change people’s relationship with outdoor environments?

Body

• Discuss what students remember about the avenue of honour at Buninyong from their trip.
• Read and discuss aloud, the plagues from the avenue of honour.
• Brainstorm, what other changes to outdoor environments have happened post federation? How did relationships change?
• Guest speaker – Federation University Historical Collection – How Ballarat Changed afer Federation?

Reflect

• I do, you do, we do, describe and analyse question about post-federation relationships.

Homework

• Listen to Ep 1 Little Desert Podcast

• Discuss: Why was there a new year’s day picnic races in a sheep paddock at Lal Lal?
• Read aloud: excerpts from Picnics at the Falls: a history of the Lal Lal Racecourse and its railway by Mark Cauchi, Michael Guiney. Students are to take notes of key details.
• Revisit the question and discuss the likely PII of race goers and the impact this event had on the area.

Body

• Comparison of changing human relationships.
• Explain to students, that although the key skill is to analyse, they can still be asked to compare as it is a lower order question.
• Have students create a mind map that compares relationships studied across the three periods.
• Explicit teach – Comparative language and how it can be used in a response.
• Students are then to revisit their mind map and annotate their relationships with comparative language between the different relationship types.

Reflect

• In small groups, students complete an analyse question across all of 3.1.3 in steps:
  1. Plan the response and the key examples
  2. Plan the language to be used
  3. Write out the response as a group
  4. Swap the response with another group and mark each others work

Homework

• Listen to Ep 2 and 3 Little Desert Podcast

• Introduce the idea of land use change by stating that a fictitious company wants to apply for a mineral exploration permit at Lal Lal state park.
• Have students break down the PII of this proposed relationship.
• Discuss, how land usage can change depending on the value people perceive the environment to hold. Compare this proposal with what they have learnt to date from the podcast.

Body

• Read aloud, Footsteps In The Sand: Bushwalking In Little Desert National Park
• Discuss, what type of environment do the students think they would see if they visited LDNP?
• Give students time to explore photos of the LDNP on Google earth.

Reflect

• Using their notes from the podcast, have students complete a Venn diagram showing the perceptions of ‘the locals’, the ‘Melbourne based environmentalists’ and the Bolte government at the time of the LDNP.

Homework

• Listen to Ep 4 Little Desert Podcast
• Develop questions they would like answered about the VNPA and their role in the little desert campaign for the next class.

• Virtual guest speaker from VNPA – Students to ask the VNPA speaker their prepared questions.

Body

• Give students copies of the LDNP timeline from VNPA. Have students highlight 5 key events, 3 key place names, and 2 key people they could use in their SACs.
• Evaluate lesson, introduce students to evaluate question formula (positives/negatives/judgment).
• Complete verbal evaluate questions  using info from the LDNP timeline.
• Complete written evaluate questions using info from the LDNP timeline.

Reflect

• Discuss, how did the LDNP impact the Bunanyung Landscape.

Homework

• Watch the evaluate video  on checkpoints and complete set questions.
• Complete set practice questions.

• Students complete set questions from checkpoints book.

Body

• Review answers and workshop responses.
• Focus on ways of answering both evaluate and analyse questions.

Reflect

• Students to create a study plan of what they will focus on at home before the SAC.