6172RB Science a STEM approach Year 2 low res watermark

Earth and space sciences
OUR RESOURCEFUL WORLD
Lesson 5
Lesson plan
Introduction:
1. View the online video Is mining important? at . This video explains
the knock-on effect that would occur if we did not mine minerals, such as the lack of infrastructure,
agriculture or transportation which rely heavily on minerals.
2. Ask students Can humans meet their needs for food, water and shelter without steel, cement,
concrete and fertiliser? Students move to one side of the classroom if they answered yes to the
question and the other side if they answered no. Students share their reasoning with others who
answered similarly. Ask each group to share their reasons with these who had a different opinion.
QP PC PA
Development:
3. Individually or in pairs, give students a copy of pages 94 and 95. Students read the information
on page 94 about how Aboriginal and Torres Strait Islander people met each need for food,
water, shelter and tools and then use a QR scanner to watch a video related to that need. Students
think about the information they have read, seen and heard to identify how Aboriginal and Torres
Strait Islander people used water, minerals and rocks, plants and animals to meet their need for
food, water, shelter and tools. Students add information to the worksheet on page 95 to answer
the questions What did Aboriginal and Torres Strait Islander people use each of these resources
for? and How did Aboriginal and Torres Strait Islander people source and collect each resource?
Students then scan another QR code to see how Aboriginal and Torres Strait Islander people
source ochre to make paint. PC PA C
Differentiation
• Less capable students may have the information read and discussed with them. They may also
draw images on a piece of paper to show each type of Earth’s resource and how Aboriginal and
Torres Strait Islander people used each resource. Students can then create a presentation, such
as ShowMe, to explain how Aboriginal and Torres Strait Islander people found, collected and
used each resource.
• More capable students may be encouraged to draw and label examples of food and water
sources, shelters and tools used by Aboriginal and Torres Strait Islanders on the back of
page 95.
4. Students partner up with another student or pair, and compare their answers. Students add
information to, or correct their information as required. E
5. As a class, use an online mind-mapping tool, such as the one found at to collate answers about how Aboriginal and Torres Strait Islander people used Earth’s
resources including water, minerals and rocks, plants, and animals. Note: Other resources such as
the sun, air and soil may be included, allowing students to predict how Aboriginal and Torres Strait
Islander people used each resource to survive. QP PA C
Reflection:
6. View the video We are caretakers at . Use a think-pair-share to
discuss the questions How did Aboriginal and Torres Strait Islander people look after the land that
provided them with so many resources? Which practices have we adopted from the way Aboriginal
and Torres Strait Islander people cared for the land? and What other practices do you think we
should adopt? Note: See Background information for some suggestions of how Aboriginal and
Torres Strait Islander people cared for Earth’s resources.
QP PC PA C
© R.I.C. Publications
Low resolution display copy
R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science:
2 A STEM APPROACH 93