Lesson+1

**Lesson Plan 1 – ‘Significant Sites’**

 * **Lesson Topic** || **Year Level** || **Lesson Number** || **KLA Links** ||
 * Significant Sites || 4 (Stage 2) || 1/10 || English (Talking and Listening; Reading) ||

**Lesson Aim:** By the end of this lesson, students should be able to locate, describe and explain the significance of a specific locations within NSW and Australia. Correspondingly, students should also be able to demonstrate their knowledge and understanding of the terms 'significance', ‘heritage’, and 'status' in relation to a particular site.

This will be the first lesson within a HSIE unit on ‘Community Conservation’. It will be assumed students have had some exposure to the content material during Stage One; specifically ‘Environments’ and “personal and shared values and responsibilities towards features, sites, places and environments” (BOS, 2007, pp. 48-49).

**Lesson Outcomes and Indicators:**

**__HSIE__** __ENS2.5:__ Describes places in the local area and other parts of Australia and explains their significance. - //Students investigate natural, heritage and built features in wider Australia.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Students give their opinion as to the validity of a ‘heritage’ site within NSW and Australia, using spoken and written discussion.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Students locate and map significant locations with reference to NSW and Australia using maps.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__ENS2.6:__ Describes people’s interactions with environments and identifies responsible ways of interacting with environments. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Students investigate and evaluate why particular natural and built features in Australia are significant.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**__ENGLISH__**
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__TS2.1:__ Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Students listen to and discuss significant places/locations within NSW and Australia.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Students listen to and discuss concepts the classification of ‘heritage’ and its role in identifying significant places.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Explains and justifies the validity of the ‘heritage status’ of a specific place within NSW or Australia.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__TS2.2:__ Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Students work in small groups to sort and identify heritage and significant sites within NSW and Australia.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Students work in small groups to identify and map heritage and significant sites.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Students work in small groups to assess the validity of a specific site and analysis of its ‘heritage’ status.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__RS2.5:__ Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- //Students use a range of reading strategies to identify, analyse and sort a variety of descriptive texts.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Students use appropriate reading strategies to complete a heritage site analysis of a particular site.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Resources:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//(For the purpose of the resources, this lesson is designed for a class of twenty students)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Lester A. (2004). //Are we there yet?// Penguin Group: Australia. (Link to Resource One). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Pyers, G. (2011). //World Heritage in Australia: What is World Heritage.// Pearson Education. (Link to Resource One). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- World Heritage Checklist (Link to Resource One). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- IWB <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Map of Australia <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Variety of pictures and written texts describing significant places from the text ‘Are We There Yet?’ (Lester, 2004), and ‘World Heritage Australia: What is World Heritage’ (Pyers, 2011), within NSW and Australia. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Pencils <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Paper

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Outline (Teaching Strategies/Learning Activities):**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**N.B.: Students’ spelling list in the week leading up to this unit has been crafted to include a variety of heritage-listed locations within Australia, and also terms of ‘significant’, ‘status’, ‘heritage’ and ‘conservation’.** **Based on this, students will have some understanding as to the definitions of these terms.**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**INTRODUCTION** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 1 –__ ‘Are We There Yet?’ (15 mins)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Have students seated on the main area of the floor. Explain to students that to begin you will be reading ‘Are We There Yet?’ by Alison Lester. Read blurb to students to give them an idea as to the plot of the story. Explain that the main character, Grace, visits a number of __significant locations__ within Australia, many they should be able to recognise as a result of their spelling list. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students: //“What is meant by the term ‘significant’? How do we explain the term ‘significant place’?”// Give a few seconds for ‘think, pair, share’ so as to ensure all students are actively engaging with these terms. Extend upon this, telling students that many of the locations Grace visits in the story are ‘heritage-listed’. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students: //“How can we explain the term ‘heritage’ in relation to significant places? What does it mean if a location has a ‘heritage status’?”// Again, allow a few seconds for students to ‘think, pair, share’. Listen to student responses. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Read the book to students. Ask students if they recognise any places of __‘significance’__ or __‘heritage status’__ within the story. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Divide students into four groups of five. Provide each group with five images (twenty in total) and matching descriptive texts, from significant/heritage locations visited by the characters in ‘Are We There Yet?’. Each group will receive different images and matching texts. Each student will also be provided with a map of Australia. A larger map of Australia will also be displayed on the IWB. Instruct students, working with their group members, to read through the descriptive texts and match these to the images of the significant/heritage-listed locations. Instruct students to discuss some of the common/key features of these ‘significant’ places (i.e. unique natural environment, built environment, Indigenous significance, etc). Once they have agreed on the correct matching of the text and images, they are to identify and label the locations on their maps. Have groups also record the locations of their images/text upon the map displayed on the IWB. Once all groups have completed the task, have them return to the main area of the floor.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**BODY** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Teachers will…** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Students will…** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 2 –__ //(15 minutes)//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students: “Does this map tell us anything about significant locations in Australia?” Ask student groups to share some of the common features of their ‘significant’ locations; "What features made your locations significant’?”

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 3 – //(15 mins)//__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This activity will seek to extend upon the previous. Ask students; “How do you think a location receives a ‘significant’ or ‘heritage-status’? Do you think there is a set of standards that it must meet? Or is it simply given to a place?” Listen to student responses. Again, give students a few seconds to ‘think, pair, share’ in order to ensure all students are engaged in the content.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explain to students that it in order for a location such as Kakadu or the Daintree Rainforest, to receive a ‘heritage-status’ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">it must go through a special marking process. Explain to students that Government or World organizations such as Australian Heritage Council or UNESCO (define UNESCO for students), use a set of marking criteria to assess whether the location is worthy of ‘heritage-status’. Ask students to return to their same groupings as Activity Two, and distribute each student with a copy of the criteria (Resource One). Give students a few minutes to read through and circle any vocabulary they are unsure of. Go through as a class and define these terms.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explain to students they will each be given a specific location (visual and text) from the resource ‘World Heritage in Australia: What is World Heritage?’, of which they will use the criteria to analyse and assess whether it is of ‘heritage-status’. Through discussion with their group members, students must write answers underneath each of the criteria points based on the visual and textual information of their specific location. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 2 –__ //(15 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will work with groups to discuss and match specific images with texts. Once matching is complete, students will plot and label locations on their individual maps. Following this, groups will then plot and label locations onto the larger map displayed on the IWB.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will return with group members to the main area of the floor and respond to teacher questioning/class discussion.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 3 -__ //(15 mins)//
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be seated on the main area of the floor and respond to teacher questioning/take part in class discussion through opportunities to ‘think, pair, share’.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will listen to teacher instruction. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will return to seats with group members, reading and circling unknown vocabulary in the criteria worksheet.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will work with group members to analyse a specific location, and based on the visual, descriptive text and ‘heritage criteria’, students will give written justification as to whether the location is of ‘heritage-status’. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The conclusion will seek to consolidate Activity 3. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Have students seated with their groups on the main area of the floor. Explain to students they are going to imagine they are presenting their specific location to Australia’s National Heritage Organisation (class members). Using their responses to the text and criteria from the previous activity, they must justify the reason why their specific location is worthy of a ‘heritage-status’. Following each presentation, class members will have a vote as to whether each group’s justifications were worthy of granting ‘heritage-status’. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**CONCLUSION** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 4 –__ //(15 minutes)//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be assessed based on: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Observation of group work <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Ability to match correct visuals and texts (Activity 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Ability to locate and label ‘significant’ locations on a map (Activity 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> -Completion of their ‘criteria’ worksheets; justifying whether their specific location is worthy of ‘heritage-status’ (Activity 3 & 4)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Extension Assessment Tasks/Activity Ideas for Further Lessons:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students may investigate a 'significant' or 'heritage-listed' built or natural environment within their city or local area and use the criteria provided to ascertain which aspects have been met.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Any Special Considerations or Contingency Plans:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teacher should ensure that less-able bodied students are grouped with able-bodied students so as to provide extra support. Additionally, the teacher should provide support to all students as required. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The teacher should endeavour to use the strategy of ‘think, pair, share’ when asking general questions to the class. Doing so ensures all students are engaged in the content material.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Self-Reflection:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Self-reflection of the lesson will be based on the following questions:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How did the students respond to the introduction and conclusion of the lesson? Did the teacher’s questions evoke sufficient responses and/or meaningful discussion?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Did students understand teacher instruction with relative ease? How many students appeared to struggle?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Did students achieve what was set out to achieve? (Lesson aim)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Did the lesson run within the desired time frame?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Were there enough resources for students? Were these resources adequate?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What were the strengths and weaknesses of the lesson?