Olympians: Level 2 ‘Let’s Go Green’

Lesson 1
Title: Harming Planet Earth
Learning Intentions
 Gain content knowledge and theme awareness through multiple stimuli.
 Reinforcing techniques to unpack content matter.
Success Criteria
 I can generate and value evocative vocabulary.
 I can communicate with empathy.
 I can write in various formats.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Language for interaction: Evocative vocabulary and metaphors

[ 6 minutes] VCELA428
For each of the three images, discuss and then record at least three highly emotive
words that are aroused by these images of our planet’s health [ Evocative]

What is the symbolism or metaphor being conveyed? May need to briefly review the
meaning of a ‘Metaphor.

A. B.

C.
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3. Understanding the author’s intention [ 14 min] VCEL429 / VCELY455

Play the following clip which addresses the degradation of planet Earth in such a short
period of time.
YouTube “His epic message will make you want to save the world.”
Short Film Showcase

https://www.youtube.com/watch?v=B-nEYsyRlYo
Students to use the Cornell Note taking system to record at least four key words and four
leading points made by the author.
Unpack the word selections and main points.
In the summary section in the Cornell Notes, generate a three-sentence summary of the
author’s message.

4. Creating informative text: Animal Extinction – Causes and Effect

[ 15 min] VCELY449

Read the passage highlighting at least ten pieces of evocative vocabulary.

Follow the read with a 40 to 50 word emotive and informative response to the
article.
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Our Australian wildlife is on the
brink!
BREAKING: Final EPBC report finds that Australia’s national environmental
laws are ineffective and failing to protect our wildlife.

Despite the heartbreaking findings, the federal government is still trying to

rush through damaging bills that will put our wildlife at risk of extinction.

Act now, before it’s all gone. We don’t have a moment to lose.
 
Australia has the worst mammal extinction rate of any country in the world, and the
catastrophic bushfires of 2019-20 impacted nearly 3 billion animals and have
pushed many more of our precious wildlife on the fast-track towards extinction.

Now more than ever, our wildlife needs our protection.

Yet rampant destruction of threatened species habitat continues at an

unprecedented rate due to the loopholes and failures of Australia’s national nature
laws - The Environment Protection and Biodiversity Conservation (EPBC) Act 1999.

5. Exit Ticket or School Support [ 10 to 15 min] Hybrid Text VCELT448

Watch the clip: Tasmanian Tiger Cloning – News Report
Generate an Acrostic Poem relating to the content matter shared in the news report.
 The Tasmanian Tiger may be cloned back to life.
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Mankind is responsible for significant animal extinction.
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https://www.youtube.com/watch?v=sDjHtku1wfQ&t=2s
Olympians: Level 2 ‘Let’s Go Green’
Lesson 2
Title: Planet Earth Smokes
Learning Intentions
 The reading and analysis of images still and moving.
 Understanding the specific choice of vocabulary applied by authors.
Success Criteria
 I can unpack meaning from icon symbols.
 I could write with empathy and from varied perspectives.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Expressing and Developing Ideas: Analyze and link Earth symbolism to a greater
message. [ 10 minutes ] VCELA431
For each of the symbols of Earth, discuss the features and then these icon’s augmented
representation. Record a brief written reflection for each in the Journal.

B C
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3. Identifying an author’s vocabulary choices and specificity. [ 10 minutes] VCELA432

Read the passage highlighting terms that carry specific meaning.

Select five of the terms, record and explain in the ‘Glossary’ the author’s intention
for each terminology.

Pollution
environment

WRITTEN BY

Jerry A. Nathanson

Professor of Engineering, Union County College, Cranford, New Jersey. Author of Basic
Environmental Technology: Water Supply, Waste Disposal, and Pollution Control.

Last Updated: Feb 11, 2021 See Article History

Pollution, also called environmental pollution, the addition of any substance

(solid, liquid, or gas) or any form of energy (such as heat, sound, or radioactivity) to
the environment at a rate faster than it can be dispersed, diluted, decomposed,
recycled, or stored in some harmless form. The major kinds of pollution, usually
classified by environment, are air pollution, water pollution, and land pollution.
Modern society is also concerned about specific types of pollutants, such as noise
pollution, light pollution, and plastic pollution. Pollution of all kinds can have
negative effects on the environment and wildlife and often impacts human health
and well-being.
4.Interpret and analyse language choices through dialogue.

[15 minutes] VCELT440

Watch the following clip which reports upon ‘Air Pollution’ in India.

Record at least five leading statements from the news report. These notations will be used in
a mini-script involving a Helicopter Pilot and a news reporter in dialogue onboard.

https://www.youtube.com/watch?v=9E-aJeRLmW8

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4. Exit Ticket or School Support [ 15 minutes ]

Step In – Step Out [Harvard Uni Method]

Step In - What features do you see in this image? [ A three-sentence summary]
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Step Out – What is the helicopter pilot thinking?

[ A two-sentence reflection]
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What is the civilian walking across the bridge considering?

[ A two-sentence response]
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The Television Nightly News Reader report to the city about ‘Air Quality.’
[ Three sentences for the opening news outline]
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Olympians: Level 2 ‘Let’s Go Green’
Lesson 3
Title: The Great Fall
Learning Intentions
 To compare and contrast content and style relating to similar theme
texts.
 Generating creative and informative written and visual responses.
Success Criteria
 I can find and examine key findings from theme-based texts.
 I can creatively draft responses from news articles.
 I can represent my understanding through iconology.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Interpret and compare representations [ 10 minutes] VCELT 435

Highlight sentences and phrases that capture the message of the WWF. This will be
used in a ‘Comparative’ piece of sustained writing.

DEFORESTATION [Global and Australia]

TREE-CLEARING
One-third of the Earth’s landmass is swathed in green forests that provide a range of social,
economic and environmental benefits. They harbour more than half of all known terrestrial
animal and plant species, sustain fresh water supplies, regulate our climate and help to
reduce soil erosion. Forests also deliver food, clothing, traditional medicine, shelter and
subsistence agriculture to about 1.6 billion people.

Yet forests and natural vegetation continue to be cleared at a staggering rate. Globally,
some 177,000 square kilometres are lost each year, which is equivalent to 50 football fields
every minute.
In 2015, WWF analysis concluded that more than 80% of deforestation between now and
2030 – up to 170 million hectares in total – is expected to take place in 11 deforestation
‘fronts’. One of these is Eastern Australia, which ranks alongside the Amazon, Borneo,
Congo Basin and other threatened tropical regions for the extent of forest at risk.

WWF advocates Zero Net Deforestation and forest Degradation (ZNDD) globally by 2020.

This means no net forest loss through deforestation and no net decline in forest quality
through degradation, while allowing for some limited and carefully controlled clearing for
agriculture and settlements across the developing world. We believe that the projected
demand for food, fuel and fibre can be met without further net forest loss by way of improved
forest stewardship and more productive land use.
 
 

Tree-clearing in Australia

The Global Forest & Trade Network (GFTN)

To combat illegal logging and promote responsible forestry, WWF created the Global Forest
& Trade Network (GFTN).
 
GFTN links hundreds of companies, forest-dependent communities, non-governmental
organisations and entrepreneurs in more than 30 countries around the world, with the goal of
creating a market for environmentally responsible forest products.
 
The GFTN works at national and regional levels to expand the area of forests under
responsible and credibly certified forest management. It also works to encourage demand for
wood and paper products from those well-managed forests.
 
The GFTN helps forest managers benefit from sustainable forest management, while helping
processors, manufacturers and retailers reduce the risk of being associated with
deforestation, biodiversity loss and social conflict.
 3. Compare and Contrast [ 15 minutes] VCELA429

Watch the YouTube clip – ‘Australian Forestry 1940,’using Cornell Notes to record at
least 5 key words and five main points.
https://www.youtube.com/watch?v=ibFNj3aWxC4

4. Creating text and integrated visuals [ 10 minutes] VCELY449

This writing and icon drawing task relates to symbolism observed in Lessons
One/Two, integrating content awareness gained from reading the two articles
relating to ‘Forestry and Deforestation.’

In the space provided, design a symbol that reflects your viewpoint. At least three
aspects of the new icon which needs to be explained in writing, with arrows
identifying features.
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5. Exit Ticket and/or School Support [ 15 minutes ]

Empathy Writing
a. What are the surviving Koala’s thinking? [ 2 to 3 sentences]
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b. If the ’Sky’ could speak, what would it say as it looks down upon this scene?
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c. What are the ‘Forestry’ workers thinking at the end of day?
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d. What are the carpenters and buildings considering?
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e. What would the ancient ancestors of our ‘First Nation’ offer?
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Olympians: Level 2 ‘Let’s Go Green’

Lesson 4
Title: The Otway Battleground
Learning Intentions
 Making inferences from varied texts.
 Calling upon personal experiences in relating to several texts
 Exploring abstract nouns and punctuation for meaning/purpose.
Success Criteria
 I can expression my understanding through the written and spoken
word.
 I can write and think with empathy.
 I can locate punctuation that directs meaning and purpose.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Texts in context: State Library source - Ergo [ 15 minutes ] VCELY 441

Read initially the comprehension questions and highlight key words located in
each question.

Extinction
Settlement has put pressure on the Australian ecosystem from the very beginnings of colonisation.
In 1799 a sealing base was established at Kent Bay, near Western Port, where over 9,000 seals
were skinned within five months for processing into seal leather or seal oil. The industry petered
out by 1810 due to over-exploitation that almost eradicated the elephant and hair seal entirely.
Extinction pressures increased in the 1830s and 1840s, as squatters' sheep and cattle destroyed
grasslands, which led to erosion. As more and more bushland was cleared for farming, native
plants were destroyed, and native animals were left without a home. Early colonists also shot
native birds and animals for sport.
In 1909, wombats were classified as vermin and in 1919 the native hedge wattle was declared a
noxious weed, meaning that it was government policy to exterminate it. Even today, it's possible
to obtain permits to kill native birds and animals when they interfere with commercial activities,
such as farming and forestry.
Introduced animals, such as cats and foxes, are one of the greatest threats to native animals and
birds. Small animals like antechinuses, native rodents and frogs have no defence against these
introduced predators. Koalas and possums on the ground are helpless; even bats are stalked by
cats. Ground birds – including the Mallee fowl and lyrebird – are in extreme danger, as are any
birds feeding on the ground.
20 mammal species have already become extinct in Victoria and the state's faunal emblems –
Leadbeater's possum and the helmeted honeyeater – are critically close to extinction. They are
just two of the 250 animal species under threat, along with 600 plant species.

Australians are often told that for the last hundred years their country has the world's worst record
of mammal extinctions. Unfortunately this is true.

– Chris Johnson, Australia's Mammal Extinctions: A 50,000 Year History

Source

The presence of humans in fragile ecosystems, such as alpine regions, continues to impact native
animals. For example, the development of ski resorts has disrupted the habitat of the endangered
mountain pygmy-possum. The pygmy-possum also has to contend with the new threat of
introduced plants, such as blackberries, which choke the native vegetation it relies on for food and
shelter.

In Victoria, the effects of extinction are becoming more and more visible, but the solutions aren't
quite as clear. The cause of animal extinction – human interference – is well known, but we
continue to place the environment under stress.

What can we say to the ‘Mammals’ of Australia?

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 Why am I being ‘Hunted’ down?

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My family is all gone! No fiends! No neighbourhood! What’s next?

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F [Factual]
# What took place between 1799 and 1810 at Kent Bay?
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# What was the government policy regarding the ‘Wombat’ during the
early 19th Century?
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# What is Chris Johnson’s attitude towards Australia’s fauna and flora?
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# What is being inferred by the term ‘Unfortunately?’

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V [ Vocabulary] PLACE IN ‘GLOSSARY.’
# Squatters
# Emblem
E [Experiential]
# Where have you viewed erosion caused by human activity? Explain.
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3. Responding to spoken Literature. [ 15 minutes]

Youtube: Aussies Together for our Wildlife/ WWF-Australia VCELY455
https://www.youtube.com/watch?v=Em74lZUY8po
After watching this stirring message, you are now called upon to suggest five key
points that the Australian Federal Government need to consider, regarding
Australian animal and habitat extinction. May need to brainstorm central ideas
on the whiteboard prior to drafting the five important suggestions.

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4. Text structure, expression and organization. [ 10 minutes] VCELA445/446

From the ‘Otways Threatened Species Network’ Home Page, highlight at least
three abstract nouns that summarise the tone and direction of the report.
Remember that ‘Abstract Nouns’ name feelings and qualities.
Only use the following examples if support is required. [ conservation, failure,
ecology, quantity and quality ]
Record the ‘Abstract Nouns’ in the ‘Glossary’ and the impact of the word regard
the tone of the report.
The Otways Threatened Species Network is a
group of conservation researchers and land
managers working to improve conservation
outcomes for threatened species in the Otways
by facilitating collaborative research and
ensuring that all outcomes are communicated to
relevant stakeholders.
Australia’s mammal extinction record is the worst in the world – over the last two hundred years 29
mammal species have become extinct. The causes of these extinctions, and the continuing decline of
our most threatened species, include habitat loss and fragmentation, changes to ancient land
stewardship practices and the introduction of pest plants and animals. Despite a national reserve
system covering 18% of the continent, populations of threatened species continue to decline – the
single largest factor limiting our ability to conserve vulnerable species is our failure to adequately
understand the complex ecosystems of the country and the biology and ecology of our unique flora
and fauna.

In the Otways we are fortunate that our forests support populations of threatened
species which have been lost from many other places. These species include
the Tiger Quoll, Australia’s largest mainland marsupial predator, and the Long-nosed
Potoroo. The region also supports many endangered plants such as the Leafy
Greenhood Orchid. To ensure the future of these threatened populations it will be
critical to understand the dynamic interactions between these species and their
habitat.

With the support of The Ian Potter Foundation, we have created the Otways
Threatened Species Network (OTSRN), including partners across a range of
Universities, Government Agencies and NGOs.

The goals of the Network are to:

1. Improve the quality and quantity of data to inform threatened species management in the
Otways.
2. Act as a hub – a port of call – to pool resources and data to publicly inform management of
threatened species in the Otways.
3. Be a reputable collaboration of researchers and managers providing mutual support for each
other’s goals (including financial where appropriate).
4. Provide the latest research, knowledge and advice required to improve threatened species
and land management across all Otway land tenures.
5. Advise the urgent action of land managers to save species from extinction in the Otway.

 If you are interested in joining the network and receiving updates then please
contact Dr Jack Pascoe jack@conservationecologycentre.org
5. Exit Ticket and/or School Support [ 10 to 15 minutes ]

From the content matter presented in the ‘Otways Threatened Species Network,’
locate punctuation that helps to convey the author’s intention. Identify and explain
its relevance to the reader.

Examples that should be identified and their relevance briefly explained.

a. The capital letters for the title, ‘Otways Threatened Species Network.’
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b. The apostrophe for ‘Australia’s …….’
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c. Hyphen after the words, ‘world’ and ‘decline.’
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d. The value given to ‘18%.’
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Olympians: Level 2 ‘Let’s Go Green’
Lesson 5
Title: Promoting A Greener Planet
Learning Intentions
 To apply new understanding gained from multiple content sources.
 To develop an ‘Environmental Campaign’ with word processing
software.
Success Criteria
 I can create slogans and messages that make a statement.
 I can apply competently word processing programs to create three
emotive environmental Billboards.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Responding to Literature: Planning a Billboard Campaign [20 minutes] VCELT454

VCELA453

This session revolves around the planning and drafting of three Billboards,
promoting a ‘Greener and Healthier Planet Earth.’
A cohesive design will need to consider colour, fonts, message and images.

Watch just the first minute of the clip.

 https://www.youtube.com/watch?v=OeSyV_sRP0E

After viewing the clip, brainstorm on the brown paper roll the
following headings.
# A MESSAGE/SLOGAN that is concise but will vary slightly in each of the three Billboards.
Example One: We deserve FRESH CLEAN WATER!!
Example Two: We deserve BIOLOGICAL DIVERSITY!!
Example Three: We deserve SAFE HABITATS!!
These slogans could be from the mouth of concerned animals.

# What COLOURS will stand out and hold relevance?

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Example: Red warning colour for the slogan or a red ‘Stop Sign’ border.
# Select a FONT that is flowing and naturalistic.
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# Each Billboard will need an evocative or intimate image to win emotional connection from
the viewing public.
3. Creating Texts: Publishing Billboards using word processing programs
[ 20 minutes ] VCELY451

The student is to use their own laptop or device. The three Billboards to be
printed before the end of the session. Two copies, one for the student and
one to be placed on display at the Centre.

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4. Exit Ticket and/or School Support [ 10 minutes ]

 If there is no schoolwork to study and provide support, this time is to be
allocated to publishing and final details.

Olympians: Level 2 ‘Let’s Go Green’

Lesson 6
Title: Australia’s First People and the Land
Learning Intentions
 Gain a broader awareness of First Nation and their arrival.
 Identifying metalanguage and key information.
 Generating varied text responses.
Success Criteria
 I have gained greater insight into the people of Australia’s First Nation.
 I can isolate key points and identify theme-based metalanguage.
 I successfully generated a Vertical Timeline with key dates, annotations
and relevant images.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Acknowledgement of Country

Acknowledgement of Country
An ‘Acknowledgement of Country’ is an opportunity to acknowledge and
pay respect to First Nations people. They are the Traditional Owners and
ongoing custodians of the land. Acknowledgements are often made at the
commencement of an event or gathering, such as a meeting, speech,
celebration or formal occasion. An acknowledgement can be made by
anybody - Indigenous or non-Indigenous.

There are many ways to give an Acknowledgement of Country. You can

say it, write it, sign it, or communicate it in another way. It will reference the
First Nations people, or Traditional Owners of Country. It should try to
highlight the unique place they hold in relation to Country and history.
Below is an example, but you can do it in your own words. It's good to
make it personal and genuine.

I/We acknowledge the Traditional Owners of Country

throughout Australia and recognise their continuing
connection to land, waters and culture. We pay our respects
to their Elders past, present and emerging.
‍

It is best to refer directly to the Traditional Owners on the land where you
are. For example, in the CBD of Sydney, the Traditional Owners are the
Gadigal people, of the Eora nation. So in Sydney, an Acknowledgement of
Country might be: 'We acknowledge the Traditional Owners of the Country
on which we meet today, the Gadigal people of the Eora nation, and
recognise their continuing connection to land, waters and culture. We pay
our respects to their Elders past, present and emerging.'
 3. Introducing the First Nation and their impact on the Australian Continent [ 5 min]

At this point we need to form a link between the first five sessions, a ‘Greener
Planet’ and the environmental content matter, with First Nation Australians and the
‘Land as their Mother.’
a. Strong spiritual ties to the land.
b. Firestick Management.
c. The impact upon the mega-fauna and flora.
d. Agriculturalists and nomadic.

The following five sessions will explore content relevant to First Nation and 70,00
years of occupation, both positive and negative.

4. Expressing and developing ideas VCELA459 / Literature and context VCELT460

[ 10 min]

The ‘Cornell System’ for note taking will be essential in gathering metalanguage and
key learnings from the next two clips that explore global human migration and the
first humans in Australia.
Five keys words are required and five main ideas need to be recorded during the
viewing of both clips. A few minutes discussion to take place after playing each clip.
Youtube: Map shows the human migration across the globe.
https://www.youtube.com/watch?v=CJdT6QcSbQ0 [ 2:23 min]
Youtube: Aboriginal DNA provides human migration clues.
https://www.youtube.com/watch?v=2qlTQorAigA [ 2:04 mins]
5. Texts in context: Analyze and evaluate people, cultures and places from, ‘Australia
Indigenous Map: Instyle [ 15 min] VCELY466

a. What do these numerous coloured areas represent?

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b. Why are there so many smaller coloured zones hugging the coastline?
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c. In Central Australia the coloured zones are much large than the coastal
regions. Discuss.
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d. Were the people of First Nation agriculturalists or predominantly nomadic?
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6. Creating Literature: Refining content gathered from multiple sources in the

construction of a Timeline. [ 10 min] VCELY477
The construction of a Vertical Timeline reflecting significant dates presented in the two
human migration clips and noted in the Cornell Notes System.
Begin at 200,00 years ago and the beginning of the Homo Sapiens, until the arrival of the
British in 1788. There should be a single sentence annotation for each date recorded on the
Vertical Timeline.

Exit Ticket and/or School Support [ 10 minutes ]

If school focus on assessment tasks is not required, the remaining time needs to be
allocated to downloading images that can be ‘Cut and Paste’ into the Vertical Timeline.

Olympians: Level 2 ‘Let’s Go Green’

Lesson 7
Title: The Land Is Our Mother
Learning Intentions
 To compare and contrast presentations from the same content theme.
 To evaluate at the social, moral and ethical standpoint.
Success Criteria
 With a Venn Diagram I can compare and contrast.
 I can evaluate a text through its moral, ethical and social intentions.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Acknowledgement of Country

3. Language for interaction: Using a Venn Diagram to compare and contrast

two clips regarding the Indigenous migration to Australia. [ 10 min]
VCELA457

Whilst watching each clip, record at least four key points raised by the
research presenters.
After viewing both clips, place the findings in a Venn Diagram, identifying
what was common information and isolating the differences.
# Youtube: How did the first humans migrate into Australia: ANU [ 1:53 min]
https://www.youtube.com/watch?v=22G4FvOpcAU
# Youtube: How Aboriginals migrated into Australia and populated it. The University of
Adelaide [ 1:32 min]
https://www.youtube.com/watch?v=iYRsWL8XBnc

4. Responding to Literature [ 20 min] VCELT462

Read from the ‘Creative Spirit’ website – ‘Meaning Of Land To Aboriginal People.’ Read the
comprehension prompts prior to approaching the main text. The questions evaluate the
social, moral and ethical representations.
MEANING OF LAND TO
ABORIGINAL PEOPLE
LAND MEANS DIFFERENT THINGS TO NON-
INDIGENOUS AND ABORIGINAL PEOPLE. THE
LATTER HAVE A SPIRITUAL, PHYSICAL, SOCIAL
AND CULTURAL CONNECTION. LAND
MANAGEMENT AND CARE ARE VITAL FOR
ABORIGINAL HEALTH AND PROVIDE JOBS. MANY
ABORIGINAL ARTWORKS TELL ABOUT THE
CONNECTION BETWEEN PEOPLE AND THEIR
LAND.
BY JENS KORFF
 | 
LAST UPDATED: 7 FEBRUARY 2021

CLOSE THIS
#WHAT DOES LAND MEAN TO
ABORIGINAL PEOPLE?
NON-INDIGENOUS PEOPLE AND LAND OWNERS MIGHT CONSIDER
LAND AS SOMETHING THEY OWN, A COMMODITY TO BE BOUGHT
AND SOLD, AN ASSET TO MAKE PROFIT FROM, BUT ALSO A MEANS
TO MAKE A LIVING OFF IT OR SIMPLY 'HOME' [1]. THEY 'DEVELOP'
LAND, AS IF IT WAS UNFINISHED OR RAW.
FOR ABORIGINAL PEOPLE THE RELATIONSHIP IS MUCH DEEPER.
PALYKU WOMAN AMBELIN KWAYMULLINA EXPLAINS:

"FOR ABORIGINAL PEOPLES, COUNTRY IS MUCH MORE THAN A

PLACE. ROCK, TREE, RIVER, HILL, ANIMAL, HUMAN – ALL WERE
FORMED OF THE SAME SUBSTANCE BY THE ANCESTORS WHO
CONTINUE TO LIVE IN LAND, WATER, SKY. COUNTRY IS FILLED WITH
RELATIONS SPEAKING LANGUAGE AND FOLLOWING LAW, NO
MATTER WHETHER THE SHAPE OF THAT RELATION IS HUMAN, ROCK,
CROW, WATTLE. COUNTRY IS LOVED, NEEDED, AND CARED FOR, AND
COUNTRY LOVES, NEEDS, AND CARES FOR HER PEOPLES IN TURN.
COUNTRY IS FAMILY, CULTURE, IDENTITY. COUNTRY IS SELF." [2]
THEY HAVE A PROFOUND SPIRITUAL CONNECTION TO LAND.
ABORIGINAL LAW AND SPIRITUALITY ARE INTERTWINED WITH THE
LAND, THE PEOPLE AND CREATION, AND THIS FORMS THEIR
CULTURE AND SOVEREIGNTY.
THE HEALTH OF LAND AND WATER IS CENTRAL TO THEIR CULTURE.
LAND IS THEIR MOTHER, IS STEEPED IN THEIR CULTURE, BUT ALSO
GIVES THEM THE RESPONSIBILITY TO CARE FOR IT. THEY "FEEL THE
PAIN OF THE SHAPES OF LIFE IN COUNTRY AS PAIN TO THE SELF". [2]
ABORIGINAL LANGUAGES DESCRIBED INTIMATELY THE LAND AND
THE CULTURE OF THE PEOPLE WHO SPOKE THEM. THAT IS WHY
THE REMOVAL OF ABORIGINAL PEOPLE FROM THEIR ANCESTRAL
LANDS HAS BEEN SO DISASTROUS BECAUSE THE LOSS OF COUNTRY
LEADS TO LOSS OF THAT LANGUAGE AND CULTURE.
KEY TAKE-AWAY: THE LAND OWNS ABORIGINAL PEOPLE AND
EVERY ASPECT OF THEIR LIVES IS CONNECTED TO IT.
LIVING IN A CITY HAS ITS OWN CHALLENGES. "I OFTEN WONDER
HOW TO CONNECT WITH MY COUNTRY WHEN I'M IN THE CITY,"
WONDERS ABORIGINAL DANCER AND CHOREOGRAPHER FRANCIS
RINGS [3]. "FOR MANY INDIGENOUS PEOPLE IT'S A VISCERAL
CONNECTION; YOU LOOK BEYOND THE BUILDINGS AND CONCRETE
AND FEEL A SENSE OF BELONGING," SHE SAYS.
WE CULTIVATED OUR LAND, BUT IN A WAY DIFFERENT
FROM THE WHITE MAN. WE ENDEAVOUR TO LIVE WITH THE
LAND; THEY SEEMED TO LIVE OFF IT.
— TOM DYSTRA, ABORIGINAL ELDER

Responding to Literature questions [ Journal]

a. Palyku Woman – Ambelin Kwaymullina uses the term ‘love’on several occasions in
reference to the land. What does this convey at the social level? [30 words]
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b. In Ambelin’s reflection, the phrase ‘removal of Aboriginal people from their ancestral
lands.’ is underlined and in read print. What does this imply at the moral level? [30
words]
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c. At the ethical level, what is Tom Dystra implying in the last two sentences of the text?
[ 30 words]
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5. Interpreting, analysing and evaluating. [ 10 min] VCELY467

Examine this ‘Mother Earth’ image.
a. What is shown in Jeffko’s painting?
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b. What do the colour choices suggest?
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c. Does this response remind you of any other artistic pieces previously encountered?
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d. What ‘values’ are being conveyed by Jeffko?

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Exit Ticket and/or School Support [ 10 min ]

If there is no need for school assessment support, the last ten minutes is set aside for a line
drawing and coloured if possible. The artistic expression also needs to be given a considered
and metaphoric title. A two sentence-explanation should also be included.
Olympians: Level 2 ‘Let’s Go Green’
Lesson 8
Title: Megafauna and Aboriginal Australia
Learning Intentions
 To analyse and evaluate techniques used to influence an audience.
 Through the narrative approach, explore setting, structure and
characterization.
Success Criteria
 I can explore and evaluate a variety of texts.
 I can write an informative and creative ‘News’ feature.
Lesson Format:
1. Introduction and Review [ 10 min ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Acknowledgement of Country
3. Interpreting, analysing and evaluating [ 5 to 10 min] VCELY467

# Three things you found interesting.

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# Two things that you liked.
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# A question you need to ask.
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Youtube: What caused the extinction of Australia’s megafauna?

[ 1:53 min]
https://www.youtube.com/watch?v=2wtAW8YOPhE

4. Examining Literature: Through the narrative viewpoint discussing structure, characterisation,

satire and presentation devices. [ 15 min] VCELT463

Youtube: Extinction of Australia’s Megafauna- Behind The News. [ 4.23 min]

https://www.youtube.com/watch?v=xxa6wB-6jvc
Record responses after the group discussion.
a. The report begins with a somewhat ‘Crazy Scientist’ introducing the segment. What
purpose would this character serve the ‘Behind the News’ upper primary audience?
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 b. The second character in the segment is more sensible and logical. How would such
contrasting characters serve the delivery of the content matter?
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c. Identify several techniques used to supply the factual content matter.

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d. How would you explain this ‘Megafauna report’, balanced or single focused. Discuss!
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5. Creative writing in response to a text. [ 15 min]
The drafting of a short report to a ‘Behind the News’ audience. Two contrasting characters
to be involved in the report/interview. This task serves to reinforce the study of character,
satire, while entertaining and informing.
Possible Topics
# Differing views and times regarding the migration of Indigenous Australians.
# Who has managed the ‘Land’ best, White Australia or the people of First Nation.
# A Megafauna Wombat and a present day Hairy Nosed Wombat.
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Exit Ticket and/or School Support [ 10 minutes]
Time allocated to reviewing school assessment or the peer editing of the ‘Behind the News’
character report.

Olympians: Level 2 ‘Let’s Go Green’

Lesson 9
Title: The Poetry of Trees
Learning Intentions
 Analysing and evaluating different text structures.
 Application and study of Figurative Language.
Success Criteria
 I can draw meaning from varied thematic texts.
 I can make a point and substantiate with evidence.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Examining Literature: Analyzing and evaluating text structure, theme,

poetic devices and voice. [ 20 min] VCELT 464/465
 Observe and highlight key words from the questions prior to reading
‘The Cutter.’ Each question needs to be discussed regarding its skill
requirement and purpose.

The Cutter
Every day of every week comes the trees.
One foe that they see makes them scream: Don’t cut me!
The cutter comes with no care,
For he does not hear the screams that fill the air.
Down a small hill covered with dew,
Being watched by trees that know what he’ll do.
Finding a tree on the river bank,
He marks with an x the next life he will take.
He marks me with an x and hits me with an axe.
It vexes me to know that everyone is relaxed.
I am hit again.
I pray I will go to heaven.
I cry tears of sap as he takes me down.
If only he could see a tree frown.
He lays me and ties me tightly on a rack,
And again he begins to hack.
No longer do I feel pain, anguish or sorrow.
For I know I will be a chair tomorrow.
Roots gone and branches on the floor,
I am a tree no more.
 A. What is ‘Personification’ and how is it applied in Line 6?
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B. What is ‘Alliteration’ and how is it manifested in Lines 1 and 3?
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C. Identify the two ‘Personal Pronouns’ in Line 9. They are two very different
characters. Explain.
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D. What form of ‘Figurative Speech’ is Line 12?
E. The tone/voice of the TREE differs as the poem unfolds. This voice changes
as the TREE experiences ‘He.’ Divide the poem into thirds and find words that
capture each of the three phases.
1st………………………………………………………………………………………………
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2nd……………………………………………………………………………………………
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My Christmas Tree
© Rukiye Henderson
I’m just a 12 year old girl who loves to write and make others happy, I hope this poem
helps!!! :)
I stand under the Christmas tree
With its light shining down upon me
I look at the angel standing on top as if guarding heaven
I see my gingerbread ornament
With its black piercing eyes
And peppermint candy buttons
Which sparkle sweetly under the Christmas lights
I see a nightingale with its beak wide open
As if about to burst into a melodious song
Its reddish-brown plumage mixes
And becomes a happy, joyous Christmas color
I see all these ornaments sparkle
But there is one,
A flower
With its colourful glass petals
Twisting and turning every which way
Its colours are so real,
That I believe that it is about to burst into full bloom.
This is my Christmas tree.
 A. What is the intention of Rukiye’s ‘Christmas Tree poem?
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B. What type of poem has Rukiye written? Explain your reasoning.
Ballad
Free Verse
Narrative
Sonnet
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C. The ‘Personal Pronoun – Me’ exists in both poems. How is its meaning
different?
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D. The final line in each poem leaves the reader with a tree that has been
‘Cut Down.’ How is the reader expected to feel after each of these poems
conclude?
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3. Text structure and organization: Comparing text structures in

different media. [ 20 min] VCELA458

Disney Fantasia: Mother Nature to the music of Hans Zimmer [ 9:43]

Important to read the prompts and questions prior to watching the

clip. The clip needs to be paused
https://www.youtube.com/watch?v=eEAAaboz9J8

A. In the opening minute, water from a hidden cave creates an

entity. What might this ‘Entity’ represent?
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B. How is ‘Colour and Music’ applied to signify the awakened spirit?
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C. From the two-minute mark to over the four-minute point, the
‘Fire Beast’ dominates. What is the ‘Fire Beast’ in our times?
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D. Silence enters the screen between [ 4:20 min to 5:20 min]. What is
the ‘Director’ trying to convey?
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E. The ‘Entity is rediscovered by the ‘Buck’, however its size and scale
is greatly diminished. What is the message being conveyed to the
world?
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F. At [7:40 min] the forest and the mega trees burst into life. What is
the emotional impact at this point?
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G. What are some of the symbols of ‘Hope’ conveyed in the climax
and resolution? How do they communicate this message?
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H. What is the symbolism of the ‘Buck?’ Back your thought with at
least two examples.
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Exit Ticket and/or School Support [ 10 minutes ]

If there is no homework or assessment support required, conclude the session discussing
other animations or text that speak of Mother Nature’s battle with humanity.

Olympians: Level 2 ‘Let’s Go Green’

Lesson 10
Title: Burn for life!
Learning Intentions
  Examine the power of the author to inform and influence the audience.
 View and comprehend varied texts relating to the one theme.
Success Criteria
 I can draft concise summaries.
 I can use ‘Cornell Notes’ effectively to organize and retain critical
information.
Lesson Format
1. Introduction and Review [ 10 minutes ]
Option 1: Unpacking the ‘News of the Week.’
Option 2: Reinforcing skills from the previous session.

2. Responding to Literature: Reflecting upon prior knowledge gained regarding

Indigenous ‘Fire Management’ techniques and reasoning in approximately 30 words.
[ 5 min] VCELT484
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This is an important written response, as it sets up for later in the session, the opportunity
to re-evaluate and observe the influence of spoken and visual text.

3. Responding to Literature: Analysing context and visual features that are designed to
influence an audience. [ 15 min] VCELT461 VCELY466

Bruce Pascoe: Lessons from 120,000 years of Aboriginal land and fire management.
 During the clip, at least five key words and five leading points need to be recorded
using the ‘Cornell System.’

The following prompts and questions also need to be read and highlighted prior to
viewing the Bruce Pascoe clip.

https://www.youtube.com/watch?v=gyRBQIOUl1I
A. References made to ‘Aboriginal Spirituality.’
B. All remarks relating to ‘Mother Earth’ and the Earth as the Mother for
Indigenous Australians.
C. What is the Indigenous process and purpose of ‘Fire Management?’
D. BOTTOM OF THE CORNELL SHEET. With greater knowledge gained from
Bruce Pascoe’s clip, record in three concise sentences, your clearer
awareness of Indigenous ‘Fire Management’ purpose and technique.
4. Interpreting, analysing and evaluating: Retrieving and connecting ideas between
texts. [ 20 min] VCELY468/469 and VCELA471

Bruce Pascoe – Dark Emu [ Black Seeds ] : agriculture or accident?

Chapter 5: Pages 115 to 117
The tutor and student share the reading of the paperback copy in turn. The following
prompts require attention, discussion and the final thoughts recorded.

A. What do ‘Palynologists’ Singh and Kershaw suggest?

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 B. What does Tim Flannery infer from his book, ’The Future Eaters’ regarding
megafauna extinction?
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C. What is the ‘Intensification’ and how is it being developed as an argument through
[p. 116]?
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D. What do Governor Phillip [1789] and Peter Cunningham [1827] note in common
about Aboriginal impact upon the land?
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Exit Ticket and/or School Support [ 10 min ]

Support school-based work and/or complete the ‘Term Evaluation Feedback.’

GLOSSARY
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