| 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 | Natural science |
| What topic | First Nations Australians how to find water and how to collect water |
| What length (min) | 45 |
| 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 |
First Nations Australians: How to Find and Collect Water
Year 3 (8-9 years old)
Natural Science
15 students
This lesson aligns with the Australian Curriculum (ACARA) content descriptors related to Sustainability and Indigenous Perspectives.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly introduce the topic of water. Discuss why it's essential and introduce First Nations perspectives on water. |
| 2 | Group Discussion | 10 | In small groups, students discuss where they think water can be found locally and share their thoughts. |
| 3 | Presentation on Traditional Knowledge | 10 | Provide information about how First Nations Australians found and collected water, using visual aids and video clips if available. |
| 4 | Group Activity | 15 | In groups of 3-4, students create a poster illustrating one method to find or collect water. They should use the picture cards for inspiration. |
| 5 | Gallery Walk and Reflection | 5 | Students rotate around the room to view each group's poster. They write down one thing they learned from their peers. |
| 6 | Conclusion and Homework | 5 | Summarize key points from the lesson. Assign homework to find a photo or article about water sources in Australia, to share in the next lesson without presentations. |
Find a photo or article related to water sources in Australia and write a brief paragraph about it. This will not be presented in class but will be discussed on an individual basis with the teacher.
Teacher: "Good morning, everyone! Today, we’re going to talk about something very important: water. Can anyone tell me why water is essential for life?"
(Wait for responses.)
Teacher: "That's right! Water is crucial for all living things. Today, we will also learn about how First Nations Australians find and collect water. They have some really fascinating traditional methods. So, let’s dive into this topic together!"
Teacher: "Now, I want you to think about your local area. In small groups, I’d like you to discuss where you think water can be found nearby. Perhaps you could think of rivers, rain, or even something else. You have 10 minutes. Let’s get started!"
(Circulate among groups to listen and facilitate discussion if needed.)
Teacher: "Okay, time's up! Who would like to share where their group thinks water can be found?"
(Encourage a few groups to share their thoughts.)
Teacher: "Great job sharing your ideas! Now, I’m going to share with you some traditional knowledge about how First Nations Australians find and collect water. Look at these pictures."
(Show picture cards.)
Teacher: "These cards depict different sources of water."
(Play video clips if technology allows.)
Teacher: "Did you see how they used natural indicators like plants and animal behaviours to find water? Isn’t that incredible? They knew their land so well! Any questions so far?"
(Address questions.)
Teacher: "Now we’re going to do a fun group activity! In your groups of 3 to 4, I want you to create a poster illustrating one method that First Nations Australians used to find or collect water. You can use the picture cards for inspiration! You'll have 15 minutes to complete this. Remember to be creative and work together."
(Provide markers and paper.)
Teacher: "All right, let’s get started!"
(Help groups as needed and remind them of time.)
Teacher: "Time's up, everyone! Now, we’re going to have a gallery walk. This means you’ll walk around the room and look at each group's poster. I want you to write down one thing you learned from your peers on your sticky notes."
(Monitor the gallery walk and encourage engagement.)
Teacher: "Great job everyone! Now, let’s come back together. What did you learn? Who wants to share?"
(Facilitate sharing of reflections.)
Teacher: "To wrap things up, let’s summarize what we learned today. We discussed the importance of water, how First Nations Australians find and collect water, and created some fantastic posters about it! For homework, I’d like you to find a photo or article related to water sources in Australia. Write a brief paragraph about it. You won’t be presenting it in class, but we’ll discuss it individually. Are there any questions about the homework?"
(Address any questions and remind of due date.)
Teacher: "Thank you, everyone, for your fantastic engagement today. Can’t wait to hear what you find about water sources in Australia next lesson! Have a great day!"