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Semester*: 2

Date Due*: 20 September 2013

Unit Code*: EST 203 Unit Name*: Teaching Indigenous Learners

Student’s Full Name*: Aileen Hann Student No*: S251635

Assignment Title*: Lesson Plan

Student’s Email: * [email protected] Student’sPhone No: 0408 233932

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Hann_A_S251635_EST203_A2

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Introduction

The content of my lesson planning is based on the strands of ACARA English with a sub strand about literacy. Literacy is composed of text in content, interacting with others, interpreting, analysing and evaluating and creating text. In this lesson plan I use the text in content and interacting with others.

My lesson plan talks about learning our local indigenous community. This is the creation of the Spencer Gulf which is depicted as one of the aboriginal stories. Our place, Whyalla can be found in the Spencer Gulf area. This will give more information to the children as our places are rich with the dream time stories. In the succeeding lesson planning stories like the seven sisters and the singing sharks will be discussed.

It explains the story of the Spencer Gulf that tells the children how it is created. There are lots of birds and animals found in the area. This will bring them to the introduction of different birds and animals. The birds were so proud of themselves and become greedy. They allow no one to drink the water in the valley. Everybody was affected even the people are dying of thirst. The kangaroo was saddened and decided to open the valley and connects to the sea. The people, birds and the animals live harmoniously ever after. Also, simple words of Barngarla language are incorporated in the story. In addition, various hand puppets will be used in the storytelling. (Please see appendix A for the full version of the story)

In my activities, I am giving the introduction of early literacy to the children. It encourages the children to use the text in content and interacting with the others. First, it talks about the familiar place they know like the beach. The children can tell a story or experience they had at the beach. Secondly, it’s the creation of a lagoon in the sand-pit. The children were asked to think what they will put into the lagoon. Some materials are provided like the water and plastic animals. Also, in the sand pit area, children can tell the story of creation of Spencer Gulf. Afterwards, the children are asked how they will record their work. The educator will be there to assist to get the results. This can be an individual drawing of the child. The group might decide to take turns in drawing the lagoon in the big paper. Afterwards, the work will be displayed on the bulletin board. There is a display of various pictures of aboriginal places for the children to explore. Lastly, series of extension activities are established in the lesson planning.

An excursion is being planned at the Maritime Museum. This is for the children to explore the history of our place and also this exhibit the indigenous stories and pictures. (The museum is under renovation and will open on October 2013). A side trip to the Hummock hill as one of the Aboriginal places which is only 500meters away from this museum. At the bottom of the hill a mushroom rock can be found as one of the seven sisters left in the earth.

In conclusion, this lesson plan is really valuable in knowing our own local Indigenous community. This will strengthen children’s knowledge by understanding the indigenous culture and heritage.


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Kindergarten Unit lesson plan utilising 8 ways, super 6 and quality teaching strategies

Experience : The creation of Spencer Gulf. Learning our local community.

Date : 18 September 2013

Setting : indoor area /outdoor area Time : morning session /afternoon session

Age group : 4- 5 years old (whole group – 15 children) *an extra ECW is needed to assist some children*Objective :To introduce the children about the Indigenous culture in our local community. The introduction of the Dreamtime stories. Learning some Barngarla words incorporated in our stories. To be familiar with the aboriginal places around town.

Rationale : EYLF1. Outcome 2: Children are connected with and contribute to their world (page 26)-Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

-begin to recognise that they have a right to belong at many communities-Children respond to diversity with respect

-explore the diversity of culture, heritage, background ad tradition and that diversity presents opportunities for choices and new understanding

2. Outcome 4: Children are confident and involved learners (page 37)-Children resource their own learning through connecting with people, place, technologies and natural processed materials-explore ideas and theories using imagination, creativity and play

3. Outcome 5: Children are effective communicators (page 40)-Children interact verbally and non-verbally with others for a range of purposes

-engage in enjoyable interactions using verbal and non-verbal language-Children engage with a range of texts and gain meaning from these texts

-recognise and engage with written and oral culturally constructed texts

Quality Teaching Pedagogies:1. Narrative, Cultural knowledge 2. Knowledge Integration and Engagement


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Resources:- Classroom

-Whyalla Foreshore beach picture (appendix B) - Display the map of Australia -Display of the map of Spencer Gulf (appendix B) - Display of the aboriginal flag- Personal pictures of the aboriginal places in Whyalla please see (appendix B) - Display of the animals, like the kangaroo, snake, birds – parrots, goanna, emus, dingoes- Aboriginal story – The creation of Spencer Gulf (write ups) - Picture of curlews and malee fowls - Animal tracks guide - The Barngarla people - Bulletin board display area

-Materials used for the activity:- A4 bond size paper, Poster paper -playdough - colored pencil - dry leaves - various paint colors, art smock

-Outdoor area-Sand-pit area -easel, paper, brown paint, various paint colours- chalk -animals , bucket, shovel-texta, glue -water

* All materials are big enough, to prevent choking hazards. Supervision is needed. Water policy is enforced upon doing this activity.

Implementations: 1. This morning I am going to show a picture of the Whyalla Foreshore beach.

The educator will tell an experience of the things she do at the beach. Ask one or two children to tell their own story on the beach. This is embedding their experience. (7 mins). (This introduction has been for the children to be engaged in the succeeding steps).

2. Gather all the children to be seated comfortably on the floor. This is the Aboriginal story of the creation of Spencer Gulf. Start the story by saying Long time ago… I use 5 finger puppets (parrot, eagles, crows, kangaroo and dingoes).

land links community links

story sharing


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(Please see appendix A for the story). In the story telling incorporate the Barngarla words. (10 mins).

3. Ask the children some questions about the story of the creation of the Spencer Gulf. (8 mins)- Can you name the animals found in the valley?- Have you seen any of those animals in the story? (Mention the animals &

birds)- What are the birds in the story? Can you name the birds in our parks?- Why birds feel they are better than the other animals?- What happened to the animals in the story?- Which animal would you be in the story? Why?- What animal that help the people in the story?- What did the kangaroo do in order to have water?- What happened to the animals and birds at the end of the story?

4. Show to the children the map of Australia. Point out the Spencer Gulf. Secondly show the map of Spencer Gulf to give them an idea on how it looks like. Point to the children our place Whyalla .(5 mins)

5. Activity 1, invite the children to go outside in the sand pit area. Explain to the children we are going to create a lagoon. This is based on our story. (25 mins)(In this activity, the children are given the chance to plan how they will create a lagoon. This strengthens their interaction with others which is one of the literacy strands. There is always the supervision of a teacher. )-Let the children feel the texture of the sand (is it soft or hard)-Ask the children what are the things needed to make a lagoon

-Gather some natural materials , stones (like twigs for the tree)-Plastic animals are supplied-(Water is supplied but with a close supervision)

-A completed lagoon was now made. -Ask some children to tell the story.

symbols and images

learning maps

community links

deconstruct/reconstruct


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-Let the children decide how they will like to record their activity. The educator can also give some suggestions.

- Take a picture- Taking turns to draw a specific area until they complete the whole picture in a big paper-Draw/paint a picture individually

6. Display the art work of the children in the learning our community bulletin boards. (5 mins).

7. Let the children explore in the display area. All pictures are printed in an A4 size to have a better viewing. An educator is there to guide if the children had some questions.

8. Other extended activities that can be done:-Learning to draw the animal tracks (please see appendix C)(They can use their fingers to make the tracks or use a paint brush)-Learning to draw some Indigenous symbols (please see appendix C)(They can use the paint or texta in doing the symbols)-Doing a simple rebus story using the symbols. (Children draws the symbols only, template provided) - (please see appendix C)-Create your own story using the indigenous symbols(Ask the children to cut and stick the indigenous symbols make a story about it). The children will tell the story and the educator will write.-Playdough activities using various leaves as patterns-Reading of another Dreamtime stories “The tiddalig frog” by Anne Faundez

non verbal

learning maps

community links

deconstruct/reconstruct

symbols and images

learning maps community links

Program evaluation1. Did the children enjoy the Dreamtime story?


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2. Can the children share their story?3. Can children point out the Spencer Gulf in the map? Whyalla?4. Did the children enjoy making the lagoon?5. Does my lesson plan meet its objective? (8 ways of learning)6. Did any indigenous student enjoy my story and activity?7. Did the indigenous student participate more as compared to non-indigenous?8. Did they enjoy the outdoor activity?9. Did they enjoy learning new simple words of the Barngarla language?10. Are all children engaging in the activity I made? Playdough? Rebus story ?11. Did the children enjoy making their own story through the use of indigenous symbols?12. Did the children have an interest in making animal tracks?13. Can they recognize what animal tracks painted on the pathway?14. How engaging my lesson planning for the children age 4-5?

What can follow through to the next program:What would be the next experience to follow up? An excursion will be plan in the Maritime Museum to explore the history and display of the indigenous people. A side trip to Hummock hill and the location of the mushroom rock that believes to be one of seven sisters that left on earth

Does it need any improvements? Yes, to invite elders to share local story. Additional topic being listed in the extension of learning this topic.ReflectionStudent Reflection:

Mentor Reflection:Note: The special children with behavioural problems, an extra ECW will be needed to assist their needs. This is to enforce so the activity will run smoothly and could not disrupt other children.All materials are safe to use by the children. Hats and sunscreen needed for the outdoor activity.


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Learning our local community, in the next four weeks. As detailed below:

Weekly activity

Topic Aim Activities

1. Week One The creation of Spencer Gulf This will give them a story of how it is created.

“Excursion being planned to the Maritime Museum to explore the history and the exhibits of indigenous people. Sidetrip to hummock hill and the mushroom stone.

Activity :Share your own experience in the beachMaking a lagoon in the sand pit areaCreating posters for the lagoonBy drawing or paintingPlay dough activity using various leaves as patternsLearning to make the animal tracksDreamtime story of Tiddalig the frog by Anne Foundez

2. Week Two The singing sharks This will teach them how the aboriginal hunt for their food for consumption.

Activity : exploring the sea creaturesIntroduction of cuttlefish as one of the tourist attractions here in Whyalla.

3. Week Three The Pleiades (The seven sisters) This will teach them the aboriginal astronomy.

Activity:Star makingDrawing the various planets using black paper as background

4. Week Four Invite a local elder from Aboriginal place : Gabmididi Manoo Children and Family

CentreDreamtime stories: Why Brolgas dance

This will explain to use their musical instrument and music. It finishes the a little celebration about their customs and traditions.

Activity: to explore the didgeridoo instrument.Make a drinking straw music instrument


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Appendix A

The creation of Spencer Gulf – The Aboriginal story

The educator’s version of the story being simplified to cater the children’s understanding:

Long time ago, the Spencer Gulf was a valley full of fresh water- kip (kip in Barngarla language) lagoons. It is surrounded by beautiful trees.

There were birds such as the parrots, crows and parrots. (Use the hand puppet to show those birds). In the valley an emus, curlews and malee

fowls can be found walking in the sand-walba. (walba in Barngarla language). In the thick grass, there are rocks- Kenya (Kenya in Barngarla

language) were some snakes, lizards and goannas lived out there. The big animals such as dingoes and kangaroos lived farther in the lagoons.

(Use the hand puppet of dingo and kangaroo).

All the birds and animals are happy with one another. However, the birds (show the bird puppet again) feel that they are better than the other

animals. This is because, they can fly, they have beautiful wings and there are lots of them. The birds were so naughty that they will not allow

animals to drink the water in the lagoons. The animals and people that lived in the surroundings feel thirsty. The kangaroo (show the hand

puppet) was so sad because the animals could not get a water to drink. He then decided to make an opening of the valley to the sea-wortanna

(wortanna in Barngarla language). The valley was full with water –kip (kip in Barngarla language) again. The animals and birds were happy

living together again.

Some Barngarla words expressing the environment:

Kanya (rock) Kip (water)

Wortanna (sea)

Walba (sand)


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Appendix B (pictures of aboriginal places in Whyalla)

1. Mt Laura on a distance A closer look on Mt Laura.

2. Wild dog hill info Wild dog hill in the background


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Wild dog hill ( rock hole) That is the rock hole pointed above.


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left side (girl standing) that’s the Mount Lauraright side (myself) that’s the Mount Young

One of fauna in the top of wild dog hill. This is the emu bush.


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native cherry info. (still part of wild dog hill) This is the native cherry.

3. Point Lowly Lighthouse (singing sharks) Coastal area of Point Lowly


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5. Mushroom rock –believe to be one of the seven sisters left on

earthCloser look of the mushroom rock

5. Hummock Hill A closer look of Hummock hill with two cottages above


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6. Map of Australia (red dot) is the spencer gulf Our place Whyalla

6. curlews Malee fowls


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7. Whyalla foreshore beach Whyalla foreshore - with birds - with picnic shade


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Appendix C (extension activities)This is the rebus story. Children will be given a blank template and will follow the template.


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Appendix C (extension activities)(Symbols and its meanings)


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References:

Hann, A. personal collection 8th September 2013

Belonging, Being Becoming The EYLF, (2009), EYLF Learning Outcomes, DEEWR, p.19-44

Marshall, J.V.,Firebrace, F., (2008). Stories from the Billabong.Francis Lincoln Limited page 60-61

The Australian Curriculum (2013). English. p. 9

Websites:

8 Aboriginal Ways of Learning, (2010).Retrieved September 12, 2013 from http://8ways.wikispaces.com/

Central Art-Aboriginal Art Store (2013).CA Aboriginal symbols Glossary. Retrieved September 12, 2013, from http://www.aboriginalartstore.com.au/aboriginal-art-culture/aboriginal-symbols-glossary/

Curlew birds (2013).Wikipedia. Retrieved September 12, 2013 from http://en.wikipedia.org/wiki/Curlew

Mallee fowls (2013).The Age Environment. Retrieved September 12, 2013 from http://www.theage.com.au/environment/no-rain-no-gain--mallee-fowl-threatened-by-big-dry-20080531-2k9g.html

Singing to the Sharks, Indigenous People of Whyalla and their Connection with the Sea.(2013)Whyalla South Australia retrieved from September 12, 2013 from http://www.whyalla.com/page.aspx?u=32


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http://www.theage.com.au/environment/no-rain-no-gain--mallee-fowl-threatened-by-big-dry-20080531-2k9g.html

http://en.wikipedia.org/wiki/Curlew

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