Lesson Focus:

Interpreting
Learning
Area:
Geography
Geography
Concept:
Place
Year
Level:
2
Implementation Date:
6.10.14

Duration: 2 hours


Prior knowledge of learners (What do they already know?)
Students know the cultural significance around Carnarvon Gorge.
Students know about the Indigenous artwork and significance.
Students know ways in know to sustain the areas of where the art work is.
Students know how to write basic sentences.


Lesson objective/s
Students will choose and create ideas as a pair on how to sustain the art work.
Students will complete their poster design and draft.
Students will have completed their posters ready for presentations.


Evidence of learning
Poster design draft completed
Poster completed for presentation
Observation of students working together.


Resources
Poster design sheet
Cardboard
Pictures for the Go Pro recordings printed


Teacher talk
Lesson
Introduction

Today you and a partner are going to create a poster that you will present
to the class and Ranger Fred.
The poster is to be based around the Indigenous art work that we saw on



our trip to Carnarvon Gorge and how you as the future generations can
sustain that art work for your kids to see.
One of the posters will be chosen for Ranger Fred to take back to
Carnarvon Gorge to display.




Lesson Body

So lets gets some ideas on the board, first why is the art important to the
Indigenous culture, secondly what are two ways that we can help sustain
the art work.
Any other information that Ranger Fred mentioned.
So what were we told about the significance of the art work to the
Indigenous culture?
o That it told a story about how they lived, eat and interacted.
o The art was created by peoples ancestors and holds a special
place in their heart.
Now we have ideas on what to write about the significance of the art, lets
brainstorm about how to sustain the art.
Who can tell me show ways that Ranger Fred mentioned on how to
sustain the artworks?
o Railing
o Glass
o Walk ways
Can anyone else come up with any other ideas?
o Protective spray
o Clean surroundings
After brainstorming place the students into pairs, show students your
example of the poster and explain to the students what is needed and
handout the design sheets and get the students to start writing.
Tell the students if they need help put their hands up and a teacher aid or
myself will come and help.
Make sure all students
participate in the
brainstorming phase.


Make sure all students
have a solid understanding
about both questions for
their poster.

The poster must include
why the art work is
significant, two ways to
sustain the art work and
what did you enjoy about
the camp.





Make sure students
understand the detail in
which their poster needs to

Once their design has been conference with a teacher or teacher aid,
students are to create their poster using the information they have written
and printed pictures of their camp on the poster.

have, explain why e.g.
Glass would be a great
way to sustain the art
work.
Lesson
Conclusion

Get students to decorate their poster.
Conclude by making sure every pair has all the required information.
What are the ways we can sustain the art and the environment around the
art?

Debrief with the teacher
team and Ranger Fred
after each activity to
refocus on the desired
outcomes?

Evaluation / Reflection
Was it fun?
Did I engage my students?
Any further or varied differentiation for students learning requirements?
Did the partnerships work well
Were students able to answer all questions
Did the poster design sheet work well for all the learners.