Lesson 1 KLA: Geography Class: LB2 Date: 15.8.

17 Standard 1: Know students and how they learn

LEARNING OUTCOMES LESSON OBJECTIVES 1.1.1 Physical, social and intellectual development and
GE1-1- Describes features of places and the Students explore places across a range of scales within characteristics of students
connections people have with places Australias location in the world. They describe 1.4.1 Strategies for teaching Aboriginal and Torres
GE1-3- Communicates geographical connections people, including Aboriginal and Torres Strait Strait Islander students
information and uses geographical tools for Islander Peoples, have with places, both locally and
inquiry globally. Students identify factors affecting peoples
accessibility to places.
By starting the session with a yarning circle the
students were able to connect with Aboriginal Culture
Time: ENAGE:
and understand the lesson content and their
The purpose of this lesson is to explore significant Aboriginal places and names in Australia
using geographical tools. expectations throughout the lesson. It was during this
time where I demonstrated knowledge of culture and
Start with a Yarning Circle to incorporate Aboriginal culture into the lesson. allowed the students to relate Aboriginal culture to their
In the yarning Circle discuss some local and non-local Aboriginal places and names (street identity and community, Kemblawarra (Focus Area
names, beaches, etc.) 1.4.1).
EXPLORE:
As a class find these places on the globe and map of Australia. Throughout the lesson, I was very clear when setting the
Which state or territory are these places in? expectations for all students in the classroom. When
Explore these Aboriginal places on Google Earth and Google Maps using the interactive sitting in the yarning circle I asked specific students to
whiteboard. sit next to me or next to a specific student, this was to
EXPLAIN: eliminate behaviour issues throughout the yarning time
As a class look at printed document Geography Now 2 (Unit 12) Aboriginal Meanings and as some students did not have the social ability to work
Place Names. with each other. When completing the research aspect
Have a copy up on the interactive whiteboard and explore these places together. Use of the lesson I grouped the students according to social
Google to see images. and intellectual development. The students were
Students to glue this sheet into their Geography workbook. grouped within their year groups unless told otherwise.
ELABORATE: When grouping the students, I did not call out year
Students can work individually or in pairs and complete the comprehension worksheet that
groups because I did not want to identify those students
follows.
for not having the capabilities to work with their peers. I
Students are to complete the research task at the end of the worksheet in pairs using the
classroom I-Pads. decided to call out their names in their groups and add
EVALUATE in those students with the same intellectual ability
Students are to return to the yarning circle to discuss their research. (Focus area 1.2.1)
Evaluate the lesson: What did you learn? What did you like about this lesson? Did you learn
something new?

WEBSITE/RESOURCES GE1-1- Describes features of places and the connections

people have with places

GE1-3- Communicates geographical information and

uses geographical tools for inquiry

The resources used showed appropriate content for

Aboriginal culture, it was also appropriate for the stage
levels. This resource also highlights the native Australian
animals, after gaining this background knowledge from
the resources, students then had further understanding
where they are located across Australia and why. This
relates to focus area 1.4.1