LESSON SEQUENCE

Inquiry Question: How does Cape Hillsborough support the lives of Aboriginal and Torres Strait
Islander peoples and other living things?
Lesson Outline
Lesson 1 – Questioning and Researching (Whole class (I
do, we do) and independent (you do) activity)
Lesson outline:
Quick whole class brainstorm on what students know
about Cape Hillsborough to develop questioning.
As a class students will read through the brochures on
the IWB/ overhead projector as well as the information
from the Parks and Forests website and answer an
Activity sheet that poses questions regarding Cape
Hillsborough.
Resources
- Computer and iPad access in pairs to
answer the activity sheets
- Activity sheet (Appendix 1)
- Brochure (Appendix 2)
https://findapark.npsr.qld.gov.au/parks/
cape-
hillsborough?_ga=2.69954133.45435692
1.1548041581-1203995721.1548041581
https://findapark.npsr.qld.gov.au/parks/
cape-
hillsborough?_ga=2.69954133.45435692
1.1548041581-
1203995721.1548041581#nav_nature-
culture-and-history

Lesson 2 – Researching (Whole class activity – modelling

and explicit instruction)
https://wetlandinfo.ehp.qld.gov.au/wetl
Cape Hillsborough interactive online maps - The teacher ands/facts-maps/national-park-cape-
will guide the wetlands webpage and students will hillsborough/
develop their graphicacy skills by marking out the
following from the IWB interactive online maps page Maps (Appendix 3)
onto their own hard copy sheet.

BOLTSS – Explicit teaching

- Mark BOLTSS on all three maps (National, State,
Local Location)

- Mark where Cape Hillsborough is on the map

that shows Mackay and surrounding districts.
- Wildnet conservation significant species
(students to draw their own green mountains on
their map)
- Queensland wetland mapping – colour wetlands
in orange
- Hibiscus Coast
- National Park
- Fish Habitat areas
- Cape Hillsborough National Park
- Marine parks surrounding Cape Hillsborough
- Mark the climate zone
- Native Plants (List and name some)
 - 5 different types of Mangroves

Lesson 3 – Analyse, evaluate and reflect (independent - Diary Entry (Appendix 4)

activity) - Picture of Yuibera people (Appendix
5)
History of the Yuibera people who inhabited Cape - Geography writing book
Hillsborough – Write a diary entry from the point of view - Pencil
of the Yuibera people. - Rubber

- (Secondary source 1) Diary Entry (European

settlers)
- (Secondary source 2) Picture and info about
Yuibera people

From the two pieces of text think about the way culture
of the European Settlers
- What were they trying to do?
- How were they clothed?
- What technology did they had that the Yuibera
people didn’t have?
- How did they get to Cape Hillsborough?

Think about the Yuibera people

- What were they trying to do? Why are they so
defensive?
- How do you think they felt?
- How were their weapons different to that of the
Europeans?
- Who do you think lived on this land first?

Lesson 4 – Evaluate and Reflect (independent and - Yuibera people ancestor

collaborative activity) - KWL (Appendix 6)
- Pencil
Students will listen to a member of the Yuibera people - Rubber
corporation tell their ancestors stories of Cape - Clipboard
Hillsborough. This will allow students to get information - Venn Diagram (Appendix 7)
from a primary source and expert in the field of life for - 2 x Brochures of Cape
Aboriginal and Torres Strait Islander peoples. Hillsborough (Appendix 2)
- Pencil
Task Details: - Rubber
 Students will use a KWL (including the 5W’s + H)
(appendix 6) to write what they know and what
they want to know before the guest speaker
arrives.
 During the time the guest speaker is present,
students can ask the guest speaker their
questions.
Students will fill answer their questions and what they
have learnt after the guest speaker leaves. From here,
students will divide into pairs and will complete a Venn
Diagram on the information they collected so far in the
unit. The focus will be on how they think Cape
Hillsborough has supported people’s lives today and the
lives of the Yuibera people? What is the same? Students
will then share findings with the class.

Lesson 5 – Research, analyse, evaluate (Collaborative - Activity Sheet (Appendix 8)

activity) - Pencil
- Rubber
In Pairs students will receive an excel copy of all the flora - Excel spreadsheet
and fauna at Cape Hillsborough National Park. They will - Computer to use excel
take this secondary source and create their own tabular - Printer
data. They will then convert the tabular data into a pie
graph and bar graph. Students will need to analyse the
data on their activity sheet and hand it in with their
printed graphs.

Lesson 6 – Communicating (Guided and explicit - Watch information report clip

instruction, then collaborative activity) https://www.skwirk.com.au/esa/
Information_Report.html
Informative text writing (Headings, subheadings, bold - https://www.youtube.com/watc
text font, use of graphic organisers to present h?v=ehzBzAo3h44
information) - https://www.youtube.com/watc
h?v=m0y_HvsIP_s
As a whole class students will watch clip on Informative - Break into groups
texts. - Pencil
- Rubber
Students will be split into their groups for the final - Information presentation
assessment task. planning template (Appendix 9)

Students will begin to brainstorm their ideas for their

final summative assessment and come up with some
main ideas in their planning template

Lesson 7 – Research, analyse, evaluate and reflect - Hat

(Collaborative activity) - Waterbottle
- Lunch
Fieldtrip to Cape Hillsborough –Students will take part in - Closed in Walking shoes
2 bush walks and discover the plants, animals and - Fieldtrip Booklet (Found in the
landscape they have been learning about. They will also ‘Fieldtrip Tab’)
discover and see for themselves the remains of some - iPad / Digital Camera
historic Aboriginal and Torres Strait Islander artefacts and - Bus
features of the - Parent Helpers
- First Aid kit
- The Yuibera Plant Trail - Satelite phone
- The Diversity Trail walk
Students will need to follow the guidelines and do the
activities marked out for them in their ‘Fieldtrip Booklet’
(this can be found as a separate tab within the webpage)

Lesson 8 – evaluate, reflect, communicate (Collaborative - Computer access – Powerpoint /

activity) webpage
- Information presentation
Collecting data together from fieldtrip and drafting planning template (Appendix 9)
presentation and having it checked by teacher. - Pencil, Rubber

- Download all photos into group folder

- Finish filling in the Information presentation
planning template.
- Write draft of informative presentation.
- Start Powerpoint / webpage / poster to support
the presentation.

Lesson 9 – Communicate (Collaborative activity) - Computer Access – Powerpoint /

webpage
Finalising presentation powerpoint / poster and - Space to practice
practicing presentation within group.

Lesson 10 – Communicate (Collaborative activity) - Interactive Whiteboard /

Projector for powerpoint /
Present informative presentation to class with supporting website
powerpoint / poster / website etc of findings of the key
question to the class.
Appendix

Appendix 1

Activity 1 – Cape Hillsborough Nature Tourist Park / Explore Cape Hillsborough

Name
How was Cape
Hillsborough
formed? And how
long ago?

Who were the first

people to inhabit
Cape Hillsborough?

What happened to
Cape Hillsborough
in 1950?

What is there to do
at Cape
Hillsborough
Nature Tourist
Park?
How far from
Mackay is Cape
Hillsborough
Nature Tourist
Park?
Who named Cape
Hillsborough?
What evidence is
there of Cape
Hillsborough’s first
inhabitants?

From the pictures

and the map, in
what location do
you think Cape
Hillsborough
Nature Tourist
Park is set?
Fill in the table of Flora Fauna
the flora and fauna
that is found at
Cape Hillsborough

If the first community to inhabit Cape Hillsborough were the Yuibera people and Captain
Cook named it after the Earl of Hillsborough, do you think he consulted the Yuibera people
on his decision? Make an evaluation about what this tells us Cape Hillsborough. Write down
two questions that you would like answered to further your inquiry.

Does this brochure answer our inquiry question? If no, why not?

Could you use this source as a piece of ‘evidence’ for your inquiry? Why/Why not?
Appendix 2
Appendix 3
Appendix 4

Diary Entry of Mr Hart.

Three men, Sommerville, Hart and Roberts were aboard ‘Presto’ on an assignment to bring cattle, sheep, horses and building supplies to Greenmount. They
missed the mouth of the river and docked in Sand Bay near Cape Hillsborough. They went in search of fresh water armed with revolvers and this is the diary
entry recount recorded by Mr Hart:

I gave one of the blacks a pannikin and made signs that he should go and fill it when Mr. Roberts said ‘that he would go with the natives’. I with Mr
Sommerville strongly urged him not to go but he did. As he was starting Mr. Sommerville said ‘For God’s sake do not go up by yourself, shall I go with you.’
Mr. Roberts said ‘No you stop with the Captain and keep those two blacks with you. I am not afraid’ and off he went. I and Mr Sommerville stepped on the
beach with the two natives and endeavoured to keep them by showing them anything we had with us but they seemed anxious to go. In about a quarter of
an hour about 12 more natives came down mostly armed with nullah nullahs and commenced talking to the two natives on the beach who at last in spite of
all I and Mr Sommerville could do went off with them. I was now thoroughly alarmed and pulled off in my boat for my rifle and came back with Mr
Blackwell with a double barrel gun. Mr Sommerville and I then proceeded in the direction of Mr Roberts had taken but could see nothing of him or the
natives.

Some natives appeared and coaxed us along the beach but we did not think it prudent to go any further and turned back to the boat, the natives then set
up a loud yell and endeavoured to cut us off from the boat but on Mr Sommerville presenting his revolver they ran into the scrub. I and Mr Sommerville
then went to the boat and the whole party went into the scrub. After an ineffectual search we returned and the tide having turned it was necessary to go
on board. We stood offshore overnight and with no sign of Mr Roberts next morning we returned to Rockhampton, I have no doubt he was killed.
Appendix 5

Pictoral and written information about Australia’s first peoples.

Appendix 6
Appendix 7

How has Cape Hillsborough:

Supported people today Same Supported the Yuibera People

Appendix 8

Names:________________________________________

Activity 6 – Collecting Data

Look up the data on your excel copy of the wetland fauna data at Cape
Hillsborough National Park.

Data of Wetland Fauna at Cape Hillsborough National Park

Species Name (Class) Number of types of species
(family)
Eg: Club Mosses I (Tally Marks)
Once you have collected your data you need to convert it to a Column graph
and Pie chart. Remember to include the following things:

- TAILS

Answer the following questions:

Which trees are the highest density at Cape
Hillsborough?

Which trees have the least density at Cape

Hillsborough?

What percentage is the highest density?

What percentage is the lowest density?

Attach your printed graphs to this sheet and hand in to the teacher.
Appendix 9