Year 2 History & Geography - Connectedness

Tiddalik the Frog - Making Connection : Lesson 8

Overview
In this lesson students will investigate the inquiry question: Why is Tiddalik the Frog so important
to the Indigenous community? Students will make connections about an Indigenous landmark
which is Tiddalik the Frog. This activity extends their knowledge of the previous lesson about
how communities value landmarks, places and people. With this chosen landmark they will
collect relevant information about its significance, where it is located, the background behind it,
why it is there and what might happen if it didnt exist.
Students will be in small groups researching different questions and as a class we will discuss
the information.
Warning:
Aboriginal peoples and Torres Strait Islander peoples are warned that the example
resources may contain images and names of deceased persons.

Explanation
In previous lessons, students have found out about communities value certain Indigenous
landmarks and how this landmarks are significant to our past.

Learning Intentions

Investigating the history of a chosen landmark using a variety of sources

Identify and understand the significance of this landmark
Explore a range of sources and pose questions
Research and recognise the historical sites or artefacts that are Indigenous and why they
are important. (ACHHK045)

General Capabilities
Literacy
In this lesson students, will be comprehending texts through listening, reading and
viewing. They will further develop their literacy skills with vocabulary and word
knowledge.
ICT
Students in this lesson, will be using a wide range of ICT modes to research about
Tiddalik the Frog. Researching will help students develop their knowledge of research
and too look for the relevant information.
Personal and Social Capability
Throughout this lesson, students will be researching in groups about one significant
Indigenous landmark Tiddalik the Frog. Researching is about team work and working out
what is important information and what is not.
Intercultural Understanding
The students will be developing their cultural awareness of the people who came to
Australia first. Developing their cultural understanding of how Indigenous Australia value
one landmark.

Assessment
Assessment as learning
Reflection at the end of the lesson

Resources

Website for Dreamtime Story of Tiddalik http://www.kullillaart.com.au/?PageID=46

Youtube Clip - https://www.youtube.com/watch?v=0y3Ta5xcKV4
Ipads
Computers
Concept Maps

Pencils
Colouring in Pencils

Student Orientated Instruction

1. To start of the lesson discuss with the students the information that was gathered from
the previous lesson about how the community value certain Indigenous places,
landmarks and people.
2. Then explain to the students that as a class they will be looking at one significant
landmark that is valued in the Indigenous community This is known as Tiddalik the
Frog.
3. On the whiteboard have the Dreamtime story of Tiddalik the Frog and read this to the
class (website in resources).
4. After reading the dreamtime story show the youtube clip about Tiddalik the frog for a
visual representation - https://www.youtube.com/watch?v=0y3Ta5xcKV4.
5. As a class have a brief discussion on Tiddalik and what he did. Ask the question of why
they think it is valued in the community.
6. Hand out the concept maps to each child (Handout in resources) and explain to the
children what each heading means (Where is it in Australia? Why is it significant? Who is
connected to it and why? Who built it? What might happen if it didnt exist? When was it
built?
7. Group the children and explain to them that they will have to research each question on
the ipads/computers to get the answers (Divide each question between group)
8. Once completed come back as a group and discuss answers (extra copies of the
concept map just in case)
9. Reflection in learning journal about what they have learnt Why do you think landmarks
are important to the Indigenous community?

Modification for students with varying degrees of ability

Support
Allow a teacher aide/ parent helper to be in the classroom
Two types of learning styles/needs
Group work will allow students to research together and help out one another
Extension
Find any other important information