SCHOOL OF EDUCATION

LESSON PLAN TEMPLATE

Name: Meagan & Tanya Topic: Food Security (aquaculture) Lesson No: 5

Subject: Outdoor Education   School:  -                     Duration: 60 minutes

Date:   -                                                Year level:Year 9

Learning Purpose/Learning Intention/Rationale:

Students will gain an understanding about food security in Australia, especially in relation
towards the sustainable management of fishing by investigating Indigenous practices of
fish traps. Use of collaborative group work will be utilized when inquiring new content to
assist in clarifying concepts.
Learning Intention: By the end of the lesson learners will understand:
 The meaning of food security and sustainable management of fishing. 
 Indigenous fish traps used prior to Australian settlement.
1. HITS incorporated:
2. Collaborative learning
3. Lesson structure 
4. Multiple exposures

Victorian Curriculum- F-10 or VCE focus (if VCE applicable)

Content descriptors:
Predict changes in the characteristics of places over time and identify the possible implications of change for
the future (VCGGC127) (concept + skill)
The interconnection between food production and land and water degradation; shortage of fresh water;
competing land uses; and climate change, for Australia and other areas of the world (VCGGK135)
Land and resource management strategies used by Aboriginal or Torres Strait Islander peoples to achieve
food security over time (VCGGK137)
Achievement standards:
They identify, analyse, and explain significant spatial distributions and patterns and significant
interconnections within and between places, and identify and evaluate their implications, over time
and at different scales.

Victorian Curriculum (F-10)            

Success Criteria / Learning outcomes:

Students will be able to describe what the term aquaculture means and explain how some
Indigenous fish trap’s function.

 Students will be able to identify the dangers of overfishing in the environment.

Assessment: 
1.   Student’s SIT response.
2.    Participation in group discussion.
3.    Student response to statements.

Procedure:

Time for Teacher activities: Learner activities:

each step
  
  Engagement:
 
This lesson is centred around group discussion and  
sharing in order to build student’s understanding of
concepts. A series of videos will be used to introduce
the overarching themes of the lesson content, to build
student perspective upon Indigenous aquaculture.  
5 minutes Learner activities:
Procedural steps:
Taking a seat in a table
Greet class. group
5 minutes
Write on the board what is food security, complete a  
brainstorm from student responses.
Listening to other
10 Instruct students to write an explaining sentence in students, or sharing
minutes their workbook about the term. ideas with the class.
Ask students to log onto their digital device, and Writing in workbook
direct them to a news article: Overfishing is  
5 minutes emptying the world's rivers, lakes, expert warns.
Opening up their digital
Read through the article as a whole class. device.
5 minutes Ask students to complete a ‘SIT’ response in their  
workbooks by writing or drawing. (SIT – something
surprising, interesting & troubling) (1) Following along the text
or reading out loud.
5 minutes Play Youtube clip: Baiames Ngunnhu – the story of
Brewarrina Fish Traps. Writing their response
in their workbooks.
Ask the class if anyone can guess where Brewarrina
5 minutes  
is? Continue on to ask which biome do you think it is
a part of? Watching clip.
10 Hand out appendix 5.1 (Brewarrina fish traps)  
minutes Ask students to follow along the text, as it is taken in Responding to class
turns to read aloud. questions, listening to
peers.
Ask students to re-read over the text and highlight
any words or phrases that interest them, or that they  
do not know what they mean. Reading the text.
Instruct students to talk as a table group about what  
they highlighted. Highlighting aspects of
Ask the class if the picture of the fish trap makes the text.
sense, continue on with a class discussion of how Clarifying
10
the traps work and why they are sustainable in
minutes understanding of
comparison with modern fishing practices.
aquaculture and fishing
Hand out appendix 5.2 (Aquaculture) traps.
Ask students to follow along the text, as it is taken in Discussing concepts in
turns to read aloud. table groups.
Write questions up on the board for table groups to  
discuss for a set amount of time, prior to sharing as Participating in class
a whole class. (2) discussion, drawing
-        What made Indigenous aquaculture conclusions about
sustainable? circular processes.
-        How would you explain ‘a series of dykes’ to  
 someone? (allow drawing) Reading the text.
-        Can any similarities be drawn about the sharing  
of the river’s resources today? Discussing the question
  in table groups, sharing
their thoughts with
Conclusion: peers.
Summarizing table
Direct students to use their digital device and discussion with class,
accept the invite to ‘flip grid’. Where they will listening to other table
select two statements out of the five that they groups ideas.
learnt about in class with a justification. (appendix  
5.3)
 
Ask students to hand in workbooks.  
 
 
Opening up digital
devices, completing
short responses to a
statement of their
choosing.
 
 
Handing in a workbook.

Teacher’s resources:

News article: http://www.wildsingapore.com/news/20051112/051201-5.htm

You tube clip: http://www.wildsingapore.com/news/20051112/051201-5.htm

Catering for inclusion:

The tasks throughout the lesson draw upon students collaborating together to enhance
their understanding of the concepts learnt in the lesson, while allowing students the
opportunity to learn from their peers. 

Methods of questioning are used to promote discussion among students, alongside the
teacher moving around the class to aid in student understanding and ensuring
participation. All students offer different things to group activities. 

Safety considerations:

Teacher judgement will be utilised to reduce any student anxiety or embarrassment about
reading ability or speaking skills.
 Extension activities:  
Instruct students to write down their definition of sustainability in their own words,
before accessing a definition from the web. Ask what are the similarities or differences
between the definitions, to allow them to eventually draw conclusions that the term can
depend upon perspective.  
Learning space set-up:
The classroom will be set up to form table groups of four, and angled towards the front
of the classroom, to ensure student visibility of the board.

Key questions:

-          Students learned about Indigenous practices of aquaculture, and how they model
sustainable practice.

-        Students completed a combination of written, drawing and verbal responses to

demonstrate their comprehension level of the content, written feedback in digital
format will be provided to students.

Appendix 5.1
Appendix 5.2
Appendix 5.3

Respond to two statements that you believe you learnt about in today’s lesson, providing a
justification of why or how you learnt the information.

a.       The aquaculture industry should incorporate ATSI approaches to fishing.

b.       Overfishing in lakes and rivers is overlooked.

c.       The model of fishing used at Brewarrina could be adopted elsewhere.

d.       The Brewarrina fish traps are an example of sustainable fishing.

e.       Sustainable management of fishing is a solution to food security.