| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Computer science |
| What topic | First Nations Australians and water |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 15 |
| What curriculum | ACARA |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Computer Science
First Nations Australians and Water
Year 3
30 minutes
15
This lesson plan corresponds to the Australian Curriculum (ACARA).
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Introduce the topic and explain the significance of water to First Nations Australians. |
| 2 | Group Activity | 10 | Divide students into small groups (3-5 per group) and assign research on water-related practices of First Nations Australians. |
| 3 | Printable Card Activity | 5 | Distribute the printable cards to students. Explain what information they should fill in during the lesson. |
| 4 | Research Time | 5 | Allow students to use computers/tablets to research and fill out the printable cards. |
| 5 | Collection of Cards | 3 | Collect the printable cards or conduct a random check to see what students have filled in. |
| 6 | Class Reflection | 2 | Bring the class back together to reflect on what they learned about First Nations Australians and water. |
Students will take their filled-in printable cards home to further reflect on the topic. The cards will be checked by the teacher without requiring students to present them in class.
"Good morning, everyone! Today, we are going to explore a very important topic: the connection between First Nations Australians and water. Water isn't just a resource; it's a vital part of life and has deep significance for First Nations peoples. Can anyone tell me why water might be important?"
(Allow students to respond briefly.)
"Great thoughts! Throughout this lesson, we will learn about how First Nations Australians have interacted with water, how it is significant to their culture, and what we can learn from their practices. Let’s dive in!"
"Now, I am going to divide you into small groups of 3 to 5 students. Each group will focus on different aspects of water-related practices among First Nations Australians.
You will have ten minutes to conduct your research. Please make sure everyone in your group participates and shares their ideas. I’ll give you a few guiding questions to think about while you research."
(Distribute guiding questions, then assign students to groups.)
"Remember to discuss within your group, and let’s learn from each other!"
"Alright everyone, let’s gather our thoughts for a moment! I have some printable cards for you to fill out with the information you gather during your research.
On these cards, you will record key points about the significance of water to First Nations Australians and any practices you've learned about.
When you receive your cards, I'll explain exactly what you need to include, so don’t worry!"
(Hand out printable cards and explain the requirements.)
“Each card should have:
"Now that you have your cards, it’s research time! You have five minutes to use your computers or tablets to find the information you need.
As you research, remember to work together as a team! Make sure to fill out your printable cards with the information you find. If you have any questions, please raise your hand, and I'll assist you."
(Monitor the students as they work, providing assistance as necessary.)
"Time’s up, everyone! Please put down your devices and hand me your completed printable cards.
I’ll quickly check if everyone has filled out their cards, but don’t worry—I won’t ask you to present them right now. This is just to ensure that you have all engaged with the content during your research. Thank you all for your efforts!"
(Collect the cards or conduct a quick check.)
"Now, let’s come back together as a class and reflect on what we learned today about water and First Nations Australians.
I’d like to hear from a few of you—what was something interesting you discovered while researching? You can use your sticky notes to jot down your thoughts, and we’ll share them aloud."
(Encourage students to share and discuss insights. Use sticky notes for group feedback.)
"Thank you for your thoughts, everyone! It's wonderful to see all the connections you've made today. Remember to take your printable cards home and think about what we studied today. I’ll be checking them later. Have a great day!"
| Question | Answer |
|---|---|
| Why is water important to First Nations Australians? | |
| What are some water-related practices among different First Nations groups? | |
| Can you name a specific First Nations group and describe their use of water? | |
| What did you learn about the cultural significance of water to First Nations peoples? | |
| Why might the relationship with water differ among various First Nations groups? | |
| What fun fact did you discover about a First Nations group's relationship with water? | |
| How can we apply what we've learned about water practices to better respect and care for our own water resources? | |
| In what ways can First Nations knowledge inform our understanding of environmental sustainability today? | |
| How do the practices of First Nations Australians highlight the importance of water conservation? | |
| What insights did you gain from your group discussions about water and its importance? |