Remove this prior to your submission – planning a unit of work

1 identify the outcomes that will be addressed in the unit (DONE)

2 decide on the focus of the unit of work
3 decide on the evidence of learning that will be required, how students will demonstrate learning in relation to the outcomes and
how this evidence will be gathered and recorded
4 select the relevant syllabus content for the identified outcomes relating to the knowledge, understanding and skills that students
will develop
5 plan the learning experiences and instruction, and identify the assessment for learning strategies that will provide the evidence of
learning, checking that:
i. a range of assessment strategies is used
ii. meaningful feedback in a variety of forms can be given to students
iii. opportunities are provided to reflect on student progress and modify future learning experiences accordingly.
 Unit of Work 102085:
Site Details: The Three Sisters

Site Description:
………….

Group member Lesson plan Outline Curriculum area covered and link to your site
number
X/10
1 Adrian Manno 1 / 10 History
2 Zainab Hamoui 4 / 10 Science -
3 Aladdin El Zoobi 6 / 10 Science -
4 Tristan Brown 8 / 10 Mathematics

Unit description: Resources

Board of Studies NSW, 1995, Invasion and resistance: untold stories, kit,
Students will be presented Board of Studies NSW, Sydney.
Students learn about the loss of autonomy through invasion and colonisation. Local community resources including AECG, Land Council, ASPA.
They learn about the experiences of the local Aboriginal community Information on local historical sites, including from the local council and
the local historical society.
Time allocation: 10  60-minute lessons
Targeted outcomes:

History:
- HT4-1 describes the nature of history and archaeology and explains their contribution to an understanding of the past
- HT4-5 identifies the meaning, purpose and context of historical sources
- HT4-6 uses evidence from sources to support historical narratives and explanations
- HT4-8 locates, selects and organizes information from sources to develop an historical inquiry
 - HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past
- HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past

Science – Living World

Science - Chemical World

- SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in
everyday life

Mathematics:

English:
 SYLLABUS SYLLABUS KEY OUTCOMES / CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS

Lesson 1 History K- OUTCOMES: Implement general information and background knowledge about the
10 Syllabus - HT4-1 describes the nature of history history, the Dreaming and overall knowledge regarding The Three
and archaeology and explains their Sisters.
contribution to an understanding of
the past Explain and identify the contribution of understanding the past
- HT4-5 identifies the meaning, through activities and implementing the meaning and purpose of
purpose and context of historical historical sources.
sources
- HT4-6 uses evidence from sources to Use the provided website and YouTube Clip to link learning outcomes:
support historical narratives and 1) https://www.bluemts.com.au/info/thingstodo/threesisters/
explanations 2) https://www.youtube.com/watch?v=vVyCkb6FrgQ
- HT4-8 locates, selects and organizes
information from sources to develop Students are to be encouraged in exploring their own learning through
an historical inquiry comprehension based-skills and analysis of sources through set-tasks.
- HT4-9 uses a range of historical terms
and concepts when communicating
an understanding of the past
- HT4-10 selects and uses appropriate
oral, written, visual and digital forms
to communicate about the past

CONTENT:
- The range of sources that can be used
in an historical investigation, including
archaeological and written sources
(ACDSEH029)
- The methods and sources used to
investigate at least ONE historical
controversy or mystery that has
challenged historians or
 archaeologists, such as an analysis of
unidentified human remains
(ACDSEH030)
- The nature of the sources for ancient
Australia and what they reveal about
Australia’s past un the ancient period,
such as the use of resources
(ACDSEH031)

Lesson 2 History K- OUTCOMES:
10 Syllabus - HT4-1 describes the nature of history
and archaeology and explains their
contribution to an understanding of
the past
- HT4-5 identifies the meaning,
purpose and context of historical
sources
- HT4-6 uses evidence from sources to
support historical narratives and
explanations
- HT4-8 locates, selects and organizes
information from sources to develop
an historical inquiry
- HT4-9 uses a range of historical terms
and concepts when communicating
an understanding of the past
- HT4-10 selects and uses appropriate
oral, written, visual and digital forms
to communicate about the past
CONTENT:
- The range of sources that can be used
Lesson is to be broken into two separate 25 min sections. These tasks can be
conducted in an order.
1) Writing Exercise:
Students are to commence and present their own opinions and
expression of interest using background knowledge and the
information provided in the previous History lesson in the form of a
writing task in regards to The Three Sisters.
Students are to be given the options of:
. Short answers (worksheet provided)
. Extended response (options provided)
. Creative writing (individual student-directed choice)
2) Drawing and Creative Exercise
Students are to be seated outside in a circle together where they are to
observe and create an artwork or any creative task specifically related to
similar sources presented in the previous History lesson’s ‘SOURCE ANALYSIS
TASK’: rocks, plants, drawings, etc.
 in an historical investigation, including
archaeological and written sources
(ACDSEH029)
- The methods and sources used to
investigate at least ONE historical
controversy or mystery that has
challenged historians or
archaeologists, such as an analysis of
unidentified human remains
(ACDSEH030)
- The nature of the sources for ancient
Australia and what they reveal about
Australia’s past un the ancient period,
such as the use of resources
(ACDSEH031)

Lesson 3 Site Visit – OUTCOMES: N/A Students are given the opportunity to explore the surrounding areas of
Syllabus The Three Sisters.
N/A CONTENT: N/A
- Note Taking
*Outcomes and content are to range across - Bush walking
the curriculum units: History, Science, - Photos
Mathematics, English.* - Observation of natural and man-made structures
- Silent group sessions
- Drawing activities
- Tours
- Gift shop
Lesson 4 Science K-
10 Syllabus
(LIVING
WORLD)

Lesson 5 Science K-
10 Syllabus
(LIVING
WORLD)

Lesson 6 Science K- OUTCOMES:
10 Syllabus - SC4-17CW – explains how scientific
(CHEMICAL understanding of, and discoveries
WORLD) about, the properties of elements,
compounds and mixtures relate to
their uses in everyday life
- SCLS-22CW
- SCLS-23CW
CONTENT:
- f. investigate how people in different
cultures in the past have applied their
knowledge of the properties of
elements and compounds to their use
in everyday life; e.g. utensils,
- How Aboriginal and Torres Strait Islander People utilised their
knowledge regarding natural resources to build and construct
everyday utensils.
 How weapons are made using wood and stone
 How plants are utilised with medical properties for
health and wellbeing
- Relate the lesson to the site visit: The Three Sisters.
 Local flora and fauna
 Local rock formations
 weapons and tools.

Lesson 7 Science K-10 SC4-17CW – explains how scientific Practical Experiment:

Syllabus understanding of, and discoveries about, the - Students learn how Aboriginal and Torres Strait Islander
(CHEMICAL properties of elements, compounds and People prepared traditional paint
WORLD) mixtures relate to their uses in everyday life - Present examples of traditional Indigenous artwork
- Students construct their own traditional Indigenous artwork

CONTENT:
f. investigate how people in different cultures in
the past have applied their knowledge of the
properties of elements and compounds to their
use in everyday life; e.g. utensils, weapons and
tools.

Outcomes Student are to explore mathematics and the symbolism used in

Lesson 8 Mathematics  MA4-1WM, communicates and connects
mathematical ideas using appropriate
K-10 terminology, diagrams and symbols.
Syllabus  MA4-3WM recognises and explains
mathematical relationships using reasoning.
 MA4-8NA generalises number properties to
operate with algebraic expressions.
mathematics. Students will learn, through story telling, how to
transform a story spoken or written story into a graphical
representation using symbols. Then students give mathematical
meanings to these symbols to construct an algebraic expression.
Students then make the final transformation of the expression,
they have created, into normal algebraic formats.
 Content
 translate from everyday language to algebraic
language and vice versa
o use algebraic symbols to represent simple
situations described in words, eg write an
expression for the number of cents in x dollars
(Communicating) 
 game to explore this.
o interpret statements involving algebraic symbols in
other contexts, eg cell references when creating
and formatting spreadsheets (Communicating) 
 2. Students then act out the story of The Three Sisters. To do this
Outcomes
Lesson 9 Mathematics  MA4-1WM, communicates and connects
mathematical ideas using appropriate
K-10
terminology, diagrams and symbols.
Syllabus  MA4-3WM recognises and explains
mathematical relationships using reasoning.
 MA4-8NA generalises number properties to
operate with algebraic expressions.
Content
 translate from everyday language to algebraic
language and vice versa
o use algebraic symbols to represent simple
situations described in words, eg write an
expression for the number of cents in x dollars
(Communicating) 
 3. Students will then sketch and draw the symbolism to
To achieve this the actives used are:
1. Students explore what symbolism is and are shown some
examples of Aboriginal art works that have different imagery
that represent different things. Students will play a Kahoot
Kahoot: https://create.kahoot.it/k/2343c07b-2fb1-4ac3-a838-54c87a358bcd
Artwork: https://japingkaaboriginalart.com/articles/aboriginal-art-symbols/
the students have a role playing exercise where all students
participate to tell the story and are given specific roles to play.
3. The story or part of the story is then broken down into
different sections, (beginning, action and end).
4. The story is the represented using symbols and images to tell
(see sample)
5. From this the symbols and images are layes out into a linear
line and given mathematical meanings in order to create an
algebraic expression.
6. Finally the story is written in a mathematical form.
This lesson follows on from the initial lesion how ever this time the
students are to create their own story and convert it in to a
algebraic expression. This story can be centred around any topic
the student wants. Additionally the students will, as well as writing
down the symbolism, they will create their story out of modelling
clay. Students are encurraged to work in small groups (2-3
students)
The steps to the lesson are a follows:
1. students are to create their own story, this story should be no
longer than 2 or three sentences.
2. Students are to break the story down into a beginning, action
and end.
represent the story they have written.
 o interpret statements involving algebraic symbols in 4. The symbols will then be made out of modelling clay and
other contexts, eg cell references when creating placed in a linear line to tell the story.
and formatting spreadsheets (Communicating) 

5. Students will apply mathematical meaning their symbols and
create an algebraic expression.

Lesson English K-10

10 Syllabus

8 ways Symbols for lesson plans and unit of work (Delete after completion of unit. Use as cut and paste)