15 Aboriginal Landscape Care

Overview

In this lesson (Lesson 15 of 20), students examine Aboriginal and Torres Strait Islander perspectives on how landscapes are cared for and managed. They connect these ideas to environmental change and propose practical, respectful approaches to protecting places.

Learning intentions

Students will be able to:

• identify ways Aboriginal Peoples care for and manage Country
• explain how traditional knowledge supports environmental management
• evaluate and communicate one action that protects a place or environment

Success criteria

• I can name at least two ways Aboriginal Peoples care for Country (e.g. looking after water, managing land, protecting plant and animal life).
• I can explain how knowledge and practices help prevent or respond to environmental change.
• I can use geographical terms (e.g. environment, management, change) to describe an example.
• I can propose a realistic management action and justify it using evidence from the lesson.

Curriculum links

• Geography Stage 4 (Year 7–8), Environmental change and management: GELS-APC-02
• Geography Stage 4 (Year 7–8), Environmental change and management: GELS-MAN-01
• Thinking and working geographically: using evidence and making justified decisions about environmental management

Lesson structure (60 minutes)

1. 0–5 min · Welcome and recall. Teacher displays the unit question: “How can we manage landscapes sustainably?” and invites quick recall from the last lessons (water/land management examples). Students share one sentence about what they remember and one key word they associate with landscape management.

2. 5–15 min · Hook: “What does care look like?” Teacher shows a short, teacher-prepared image set or describes a local scenario (e.g. caring for a waterhole/river edge, protecting vegetation that supports animals). Students in pairs complete a “Care vs damage” sorting sheet: identify behaviours that show care and those that show harm to environments.

3. 15–30 min · Mini-lesson: Aboriginal Knowledge in practice Teacher explicitly teaches the idea of custodianship and care for Country, focusing on how Aboriginal Peoples use knowledge to manage environments across time (not only “nature” but also people, culture and places). Students take guided notes on two columns: “What is managed?” and “How is it managed?” using stems provided (e.g. “People manage ___ by ___”).

4. 30–45 min · Case study mapping (small groups). Teacher provides one case study prompt per group (can be adapted to local NSW contexts): a landscape where traditional practices help protect resources or reduce impacts of environmental change. Students use a “Cause → Knowledge → Management → Outcome” graphic organiser to connect:

• what changed or what needed managing
• what knowledge/practice was used
• what outcome resulted for the environment and resources

5. 45–56 min · Student task: “Protect a place” proposal Teacher models how to turn their mapping into a short management proposal that is respectful and evidence-based. Students choose one place/environment from the case study and write a 6–8 sentence proposal that includes:

• the management action
• who/what is involved (linked to custodianship where appropriate)
• why it protects the environment
• one possible benefit and one potential risk if not managed well

6. 56–60 min · Exit ticket: justify with evidence Teacher collects an exit ticket: “Name one action Aboriginal Peoples use to care for Country and explain how it manages environmental change.” Students write independently.

Resources

• Teacher-prepared image set or short narrated scenario cards (no videos required)
• “Care vs damage” sorting worksheet
• Guided notes template with two-column organiser
• Case study prompt cards (4–5 options; teacher selects one per group)
• “Cause → Knowledge → Management → Outcome” graphic organiser
• “Protect a place” proposal writing frame (sentence stems included)
• Exit ticket slips or online form
• Markers/coloured pencils for grouping and mapping

Assessment

• Formative check during the hook sorting: listen for correct identification of care-oriented behaviours.
• Formative check during case study mapping: review organisers for clear links between knowledge and outcomes.
• Summative-in-mini form: evaluate exit tickets against the success criteria (key ideas and geographical vocabulary).

Differentiation

• Provide sentence starters and word banks for guided notes and the writing frame (e.g. “Aboriginal Peoples manage…”, “This helps because…”, “As a result…”).
• Offer roles in groups (reader, evidence finder, mapper, reporter) to support participation for all students, including those who struggle with writing.
• For students needing extension support, provide a partially completed “Cause → Knowledge → Management → Outcome” organiser they must finish with one missing step.
• For EAL learners: allow responses using key terms plus one additional sentence; encourage use of visual organisers over lengthy paragraphs.
• For SEN: highlight where students should use vocabulary; check understanding with quick teacher conferencing at the 30-minute mark.

Extension (for advanced learners)

• Challenge students to compare two management approaches from their mapping: one that aligns with custodianship/knowledge and one that is more extractive or short-term. They write a short “trade-offs” paragraph explaining likely environmental outcomes and who would be affected.
• Alternatively, students design a “management checklist” of 4–5 criteria that a place-based plan should meet (e.g. protects key resources, supports long-term sustainability, uses local knowledge, monitors change).