Caring for Country

Year Level: 1

Duration: 45 minutes

Class Size: 25 students

Subject: Science

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Lesson Title:

Introduction to First Nations Peoples and Country

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Australian Curriculum Links

Science Understanding

• AC9S1U02: Describe daily and seasonal changes in the environment and explore how these changes affect everyday life .

Science Inquiry Skills

• AC9S1I01: Pose questions to explore observed simple patterns and relationships and make predictions based on experiences .

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures

• Understanding that First Nations Peoples have a unique relationship to Country inclusive of land, water, plants, animals and the environment as a whole, which is integral to their identity, culture, and wellbeing .

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Learning Objectives

By the end of the lesson, students will be able to:

• Understand the concept of 'Country' as it is viewed by First Nations Peoples.
• Recognise the significance of land, water, and animals in First Nations culture.
• Describe how First Nations Peoples care for Country and why it is important.
• Appreciate the connection between people and the environment in sustaining culture and life.

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Materials Needed

• Visual aids: Large colourful images/posters of Australian landscapes (including bushland, rivers, animals).
• Storybook or video with an Indigenous Dreaming story illustrating connection to Country.
• Whiteboard and markers.
• Drawing paper and crayons/coloured pencils.
• "Caring for Country" vocabulary cards (simplified words like land, water, animals, plants, people).
• A simple map of Australia showing diverse types of Country (coast, desert, forest).

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Lesson Outline

1. Introduction (5 minutes)

• Begin with a greeting and explain today's focus: learning about First Nations Peoples and their special connection to Country.
• Ask students what they know about the word "Country" (encourage sharing ideas).
• Introduce the First Nations meaning of "Country": not just land but a living place that includes land, water, animals, plants, and people all connected.

2. Discussion and Visual Exploration (10 minutes)

• Show images of different Australian environments and ask students what they see.
• Explain how First Nations Peoples care for these environments and how these places are part of their stories and identity.
• Use simple language and vocabulary cards to reinforce key words.
• Share a short Dreaming story/video that highlights connection to Country (choose a story suitable for Year 1).

3. Interactive Group Activity (15 minutes)

• Divide class into 5 groups of 5 students.
• Each group receives pictures or small items representing land, water, animals, or plants from Australia.
• Students discuss briefly in their groups what the item is and why it might be cared for in nature.
• Groups share with the class about their item and why it’s important to Country.
• Teacher writes key ideas on the whiteboard (e.g., water is for animals, land is home to plants).

4. Creative Expression (10 minutes)

• Provide drawing paper and crayons.
• Ask students to draw their own picture of Country including land, water, animals, and people caring for the environment.
• Encourage use of colours and labels from vocabulary cards.
• Walk around and engage with students about their drawings, linking back to what they have learned.

5. Recap and Reflection (5 minutes)

• Gather students and ask a few to share one thing they learned about First Nations Peoples and Country.
• Emphasise that caring for Country means looking after all parts of the environment, just like First Nations Peoples have done for thousands of years.
• Summarise lesson key points and prepare students for next lesson in the unit.

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Assessment

• Observe student participation in group discussions and activities.
• Review drawings for inclusion of key elements of Country (land, water, animals, people).
• Listen to student reflections to check understanding of connection between First Nations Peoples and Country.
• Use informal questioning throughout the lesson to assess comprehension.

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Differentiation

• Provide vocabulary cards with pictures and words for students who require support with language.
• Encourage students who need extension to explain or add more details about their drawings or group presentations.
• Use simple, clear language and visual aids to support English as an Additional Language/Dialect (EAL/D) learners.

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Teacher Notes

• Be culturally sensitive and inclusive; ensure respect is modelled when discussing First Nations Peoples and their culture.
• Engage with local Indigenous community or Elders if possible for resources or future visits in this unit.
• Always acknowledge Traditional Custodians of the land at start of lessons about Country.

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This lesson plan is designed with a focus on meeting ACARA Science understanding and inquiry skills for Year 1 while integrating the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. Activities are age-appropriate, experiential, and include visual and creative learning to support engagement among young learners .