LESSON PLAN

Year Level: 8

Date: TBA

Time: TBA

Period/Lesson: TBA

Topic: Indigenous fire stick farming

Length: TBA

What do the learners already know, do and value?

The learners know that Indigenous Australians were the original caretakers of the land.
Where do learners need and want to be?
The learners need to understand the concept of Indigenous fire stick farming, how it benefitted the land, and how it
has shaped the modern bush.
How do learners best learn?
The learners best learn through interactive methods (e.g. question and answer, asking them to provide any
information they already know, videos, practicals).
Curriculum Outcomes and Essential Learnings:
Australian Curriculum strand: Science as a Human Endeavour
Sub-strand: Use and influence of Science ACSHE136 (People use science understanding and skill in their
occupations and these have influence the development of practices in areas of human activity)
Cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures
Lesson Outcomes:

Students will be able to (know cognitive processes AND do demonstrate):

Students will be able to describe the Indigenous practice of fire stick farming and its effects on the land.
Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
In small groups, students will write short descriptions of the practice of fire stick farming, its cultural roots, its
scientific benefit and its resultant effect on the bush as we know it today. Students will also begin preparing a short
performance by their group to be presented in another lesson.
Productive Pedagogies: (How will productive pedagogies/ behaviour management be applied to / realised in the learning?)
If students are distracted by chatting/etc., give verbal warnings twice before moving distracted students to another
seat. Ask students to share work when writing explanation and designing performance; ensure groups share workload
evenly with verbal encouragement. If students are becoming distracted or behaving poorly within chosen groups, give
verbal warnings twice before separating and rearranging groups.
Safety and Risk assessment: (prac lessons)
Not required no practical component
Anticipatory Set: (How do I settle students/ prepare them for lesson/ encourage participation/ motivate?)
Greet in a positive manner as students enter the classroom. Engage quickly and ensure all students are listening before
beginning theory discussion.
INTRODUCTORY PHASE:
Time:

5 mins

Teacher direction/ activity /

instruction:

Student activity / what students are Check for understanding / key

questions / manage the learning:
doing:

Resources:

Greeting students as
they enter classroom
Directing students to
take seats to begin
lesson

Entering classroom
Taking seats

Verbal
acknowledgement of
greeting

N/A

BODY OF LESSON:
Time:

Teacher direction/ activity /

instruction:

5
mins

15
mins

5
mins

20
mins

Student activity / what students are Check for understanding / key

questions / manage the learning:
doing:

Determine previous

knowledge of subject by
asking questions
Write responses on
whiteboard

Listening to and answering

questions

Resources:

What do Indigenous

Australians eat?

How do they farm this

food?

Whiteboard
Whiteboard
markers

Present history and

theory of fire stick
farming
Ask questions to keep
engagement and check
understanding

Listening
Asking questions
Responding to questions

Check for
understanding with
questions

PowerPoint
Projector
Whiteboard
Whiteboard
markers

Divide students into

groups
Ask to use Jigsaw
Method each student
researches one aspect
of fire stick farming
Write aspects on
whiteboard

Dividing into groups

Choosing group members
to research aspects of fire
stick farming

Ensure groups are

balanced

Whiteboard
Whiteboard
markers

Observe research

Researching chosen aspect

Ensure no doubling

up on aspects within
a group
Ask questions about
research and what they
are finding

N/A

CONSOLIDATION:
Time:

Teacher direction/ activity /

instruction:

Student activity / what students are Check for understanding / key Resources:
doing:
questions / manage the
learning:

5
mins

Ask students to
complete research at
home, ready to compile
with groups next lesson

Listening

Ask if students
understand

N/A

Finish / summing up / link to the next lesson:

Students need to have individual research prepared for the following lesson, ready to compile and discuss with their
groups in order to put together their performance.
Homework:

Students complete individual research into chosen aspect of fire stick farming.