Lesson+2+of+10

** Lesson Number: **** 2 of 10 ** ** Stage: 2 Year: 4 ** To recognise and appreciate people’s relationships with special places and environments in Australia This lesson builds talking and listening skills through verbal discussion and semi structured debate. Students will be introduced to the topical issue of whether or not to climb Uluru, and this will begin their understanding of people’s relationships with places and interactions with environments. Students have had prior experiences with the discussion text type, as well as varied previous experience talking in groups and infront of the whole class. English, Creative Arts – Drama ** OUTCOMES  ** || ** INDICATORS  ** || // ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments. //  || ·  gives reasons why a specified feature, place or site should be cared for. · evaluates the necessity of caring for and conserving a feature, site or place. · recognises that Aboriginal peoples have a special relationship with the land and sea. · examines some of the practices used by Aboriginal peoples to care for land and water environments. || // TS2.1 explores responses and attitudes of others // // expresses a point of view with justification // || · justifies a point of view with supporting evidence · discusses and reflects upon a variety of responses and views · challenges a point of view with supporting evidence. || // TS2.2 adjusts speech to suit familiar situations // // uses notes as prompts when speaking // || · listens to spoken presentations and responds appropriately · responds to different viewpoints in a discussion || // TS2.3 usually selects a suitable spoken text for the purpose and audience // || · understands the differences between formal and informal language. · Understands the purpose of the oral presentation  || The assessment will be the debating rubric. || =** Lesson Evaluation:  **= Did they enjoy the lesson? How did they respond to questioning? Was the estimation of allocated time correct? Is there anything that was confusing or not very clear? What changes can be made to this lesson in the future? || · BTN news clip – Uluru Uproar accessed from: [] · Assessment Rubric (See Appendix A)    **Teacher**  || **Student** || **Time** || **Organisation**  || **Resources** || **Introduction ** || The teacher will show the class the BTN children’s news clip ‘Uluru Uproar’. Teacher uses questioning to scaffold students understanding e.g. · // Why do not all tourists choose to climb Uluru? // · //<span style="color: black; font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'ヒラギノ角ゴ Pro W3'; mso-fareast-language: ZH-CN;">Who has the final say about the issue? // <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· //<span style="color: black; font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'ヒラギノ角ゴ Pro W3'; mso-fareast-language: ZH-CN;">What do you think the impact on tourism would be if there was a ban on climbing Uluru? // || The whole class will watch the BTN news clip. Students participate in discussion || 3.39   mins 2-3   mins  || The whole class will be in front of the big screen/ white board || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· BTN news clip || ** Body ** || Introduce debate to the class and outline expectations of the task by discussion some of the aspects of the rubric. Students are put into groups and each group is assigned a character role from the BTN clip. Teacher explains students need to discuss the point of view of this character and make a few notes about the reasons for their argument which will be later presented to the class in the debate. The teacher walks around to each group and helps students keep in character and reinforces the ideas of people’s interactions with their environments. ||  The class gets into their groups and gets together a few dot points. ||  10 mins  || The class will get into 5 teams of 5 students, they will be the characters of: <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Aboriginal Elders <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Politicians <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Tourist <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Tour Guides <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Park Rangers || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Butcher’s paper <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Textas || Teacher holds semistructured debate and provides scaffolding and questioning to elicit ideas and responses e.g. //Now we’ve heard from the Aboriginal Elders, what do the politicians have to say in response?// Teacher ensures that the characters stay on topic and the time is evenly distributed between groups. Teacher explains that different groups have different ways of interacting with their environment. The teacher will mark rubric. || The character groups present their ideas to the rest of the audience. ||  Each group gets 2-5 mins || One group presents their ideas to the class at a time. Sitting informally. || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Marking rubric || **// Extension //** : The teacher will be call for questions from the other group members which can be asked of the other characters e.g. Tour Guide to Aboriginal Elder //“This is my livelihood, should I not earn a living because you think this place is sacred?”// || Staying in role the class members from other groups get to ask the characters questions. ||  2-5 mins  || The class is still in their roles || <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· No resources needed || ** Conclusion ** || Sets up the class in two lines so the class can make a Conscience Alley. || See ‘Conscience Alley’ note below ||  10 mins  || Students make two lines to form an alley (or pathway) || No resources needed || ** Conscience Alley ** the students speak as the character’s conscience when s/he walks slowly through the alley. Participants should be encouraged to develop their ‘conscience alley’ comment before lining up to form the alleyway. For example, if the character to walk through conscience alley was a tour guide, students might respond to their need to make their business successful. Each person in the conscience alley might make individual comments such as: //the Aboriginal People of this land own Uluru// or //the Federal Governments says people can walk on it if they want to//.
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