Caring for Country

Year Level: 1

Duration: 45 minutes

Class Size: 25 students

Subject: Science

Lesson Title:

Introduction to First Nations Peoples and Country

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 .

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.

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).

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.

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.

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.

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.

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 .