Resource Management Uncovered

Unit Context: Sustainable Cultures Uncovered

Lesson 3 of 7 — Resource Management in Indigenous Cultures

Duration: 60 minutes
Year Level: 4
Class Size: 30 students

Learning Objectives

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

Describe how Aboriginal and Torres Strait Islander peoples manage natural resources sustainably in connection with their culture and Country/Place.
Identify and explain specific Indigenous practices such as fire-stick farming and seasonal harvesting.
Discuss the impact of these practices on the environment and sustainable resource use.
Relate Indigenous resource management practices to the sustainability principles covered in the unit.

These objectives align with the NSW History syllabus for Stage 2 (Year 3-4), specifically:

ACHHK087: The students describe Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place, including how they use natural resources sustainably.
ACHASSK088: Students develop questions about the past and present to locate, select, and organise information from sources, including Aboriginal perspectives.
ACHHK089: Students explain how celebrations and commemorations help promote cultural identity and strengthen connections to Country/Place.

Additionally, links to the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures will be embedded throughout.

Curriculum Links

NSW History Syllabus for Years 3-4 (Stage 2)

Content focus on Indigenous ways of living sustainably with the environment.
Developing historical inquiry skills and understanding perspectives of Aboriginal and Torres Strait Islander peoples.

Relevant Achievement Standards:

By end of Year 4, students explain ways Aboriginal and Torres Strait Islander peoples sustainably use natural resources(adapted for age appropriateness).

Resources Needed

Smartboard or projector
Printed images or flashcards depicting fire-stick farming, seasonal harvesting, and Indigenous tools
Large map of NSW or Australia for Country/Place discussion
Short video or animation showing Indigenous fire management (if available)
Student worksheet with simple diagrams and reflection prompts
Whiteboard and markers

Lesson Breakdown

1. Introduction and Engagement (10 minutes)

Begin with a brief group discussion: “What does it mean to use things from the land carefully?”
Show images of natural resources and ask students what they notice about taking care of these.
Introduce the idea that Aboriginal and Torres Strait Islander peoples have been managing land and resources carefully for thousands of years.
Show a map highlighting local Indigenous groups and Country/Place connection to make this relevant to the students' environment.

2. Explore Indigenous Resource Management Practices (15 minutes)

Present the concept of fire-stick farming: Use simple language — burning small areas of bush to help new plants grow and keep the land healthy.
Show images/videos carefully illustrating fire-stick farming to keep students engaged.
Explain seasonal harvesting maybe through the example of when different foods and materials are gathered during specific seasons, respecting nature's cycles.
Use flashcards or a timeline to show how these activities fit into the year and support sustainability.
Ask questions to the class to encourage thinking:
- Why do you think they used fire?
- How is taking only some plants at certain times helpful?

3. Hands-On Activity: Role Play or Group Work (20 minutes)

Divide the class into small groups (4-5 students each).
Each group receives a role card with a particular Indigenous resource management practice (Fire-stick farming, seasonal harvesting of bush foods, building shelters with natural materials).
Students work together to discuss and then act out or draw their practice explaining:
- What they are doing,
- Why it is important,
- How it helps the environment stay healthy.
Teachers facilitate and prompt thinking with guiding questions. This encourages collaboration and deeper understanding.

4. Reflection and Discussion (10 minutes)

Groups present their role play/drawings to the class.
Lead a class reflection:
- How do these practices help look after the land?
- What can we learn from these methods today?
- How do these ideas connect with sustainability?

5. Wrap-Up and Assessment (5 minutes)

Provide a quick exit ticket: Students write or draw one thing they learned about Indigenous resource management.
Collect these for informal assessment of understanding.

Differentiation

For students needing additional support, provide visual prompts and simplified explanations.
For advanced students, encourage further questions about how these practices compare to modern farming or land management techniques.

Assessment Opportunities

Formative assessment through oral responses during discussion and group activity.
Exit ticket provides evidence of individual understanding.
Observation of group presentations to gauge engagement and comprehension.

Teacher Notes

Emphasise respect for Aboriginal and Torres Strait Islander Peoples’ knowledge and cultures.
Connect learning to local Indigenous communities if information or guest speakers are available in future lessons.
Reinforce cross-curriculum links by referring back to sustainability, science (ecosystems), and geography concepts covered in the unit.

This highly interactive and culturally respectful lesson plan enables Year 4 students to discover and appreciate the rich sustainable resource management methods of Aboriginal and Torres Strait Islander peoples, firmly aligned with the NSW Curriculum Stage 2 outcomes and achievement standards.

If preferred, extension activities may include creative arts—e.g., students create posters promoting sustainable resource use inspired by Indigenous ways—or digital storytelling projects. This approach helps teachers incorporate varied learning styles and deepens cultural understanding.

End of plan

Teaching Instructions