Connection to Land

Lesson Overview

• Unit: Exploring First Nations Heritage (Lesson 5 of 14)
• Duration: 45 minutes
• Year Level: Year 4
• Class Size: 25 students
• Lesson Title: Connection to the Land
• WALT (We Are Learning To): Understand the significance of land to First Nations peoples.
• Success Criteria: Students can articulate the spiritual and practical connections to the land.

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Australian Curriculum Links (Version 9)

Content Descriptions

• HASS – History (Year 4):
  • AC9HS4K06: Understand the sustainable use and management of renewable and non-renewable resources, including the custodial responsibility First Nations Australians have for Country/Place.
  • Elaborations include exploring how First Nations Australians have adapted sustainable practices linked to their connection with the land, including the spiritual relationship and custodial care passed through stories and songs.

Achievement Standard

• Students describe key aspects of the history and culture of Australia’s First Nations Peoples, demonstrating an understanding of connection to land and place.

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Learning Objectives

By the end of this lesson, students will:

• Identify spiritual and practical connections First Nations peoples have with the land.
• Understand the importance of land as Country, encompassing environment, culture, law, spirituality, and identity.
• Recognise First Nations peoples as custodians and carers of Country, guided by traditional knowledge.

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Lesson Structure

1. Introduction / Engage (10 minutes)

• Activity:
  Begin with a class discussion:
  • Ask students: "What does the word ‘land’ mean to you?"
  • Discuss examples such as home, park, playground, backyards.
  • Introduce the idea that for First Nations peoples, land means much more—including spiritual and cultural responsibilities.
• Visual Aid: Show images or artwork depicting Country/Place from different First Nations groups (e.g., paintings, maps).
• Teacher Note: Emphasise that land is central to stories, identity, and traditional laws.

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2. Explore (15 minutes)

• Activity:
  Storytelling and Reflection: Tell an age-appropriate Dreamtime story or traditional narrative that illustrates the connection between a First Nations group and their Country (for example, the story of the Rainbow Serpent or local creation story relevant to the region).

• Group Work:
  Break students into small groups (4-5) and provide each with either an illustrated story excerpt or a map showing areas of cultural significance.
  Ask groups to discuss:

  • What does the story say about the land?
  • How do the people look after the land?
  • How is their connection shown spiritually and practically?

• Teacher circulates to support and prompt deeper thinking.

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3. Explain (10 minutes)

• Mini-Lecture:
  Using simple language and visual aids, explain:
  • What Country means beyond just land (includes waterways, skies, plants, animals).
  • Spiritual connection: how stories and ceremonies connect Aboriginal and Torres Strait Islander peoples to their ancestors and Country.
  • Practical connection: sustainable use of natural resources and caring for the environment.
• Class Discussion:
  Link ideas from groups back to the whole class with guided questions:
  • Why is it important to look after the land in these ways?
  • Can you think of ways you help care for your environment?

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4. Apply / Create (7 minutes)

• Worksheet or Visual Art Activity:
  Students create a simple drawing or visual representation showing what connection to the land means to First Nations peoples, including symbols or images representing spiritual ties and practical care.
• Alternatively, students write 2-3 sentences responding to the prompt:
  "How do First Nations peoples care for the land and why is it important?"

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5. Reflect / Share (3 minutes)

• Invite a few students to share their drawings or sentences with the class.
• Revisit the WALT and Success Criteria.
• Reinforce understanding by summarising key points: "The connection to land for First Nations peoples is special because it is part of who they are—spiritually and practically."

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Assessment

• Formative:
  Observation of student participation during discussions and group work.
  Review artwork or written responses to assess understanding of spiritual and practical connections to land.
• Success Criteria:
  Students clearly express at least one spiritual and one practical connection First Nations peoples have with the land.

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Resources Needed

• Visuals: Images, artwork, maps showing First Nations Country/Place.
• Storybook or simplified Dreamtime story appropriate for Year 4.
• Paper, coloured pencils/crayons for creative activity.
• Worksheets/prompts for reflection writing.

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Teacher’s Tips

• Use respectful language towards First Nations culture and Country.
• Consider inviting a local First Nations community member or Elder to provide authentic insight (if possible).
• Connect the lesson with local Country knowledge to deepen engagement.
• Maintain sensitivity that for some students, connections to land are a part of their personal identity.

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This lesson plan draws explicitly on the Australian Curriculum (Version 9) content code AC9HS4K06 and supports students to achieve curriculum outcomes by engaging them with First Nations perspectives on land, respect for Country, and custodial responsibilities in both a spiritual and practical context.