Activity 5 (Part 2 of 3): Visiting places of importance in our local community

Activity 5 (Part 2 of 3): Visiting places of importance in our local community

Focus: Apply learning from the unit, in a local context by visiting an important places respectfully, following agreements/protocols, noticing seen/unseen clues, and using words like “might” and “could.”

Possible overarching question: How can we learn from local places and how should people behave there?

This visit is a real-life chance to apply classroom learning with guidance from Elders, Traditional Owners, rangers or hosts. If this is not possible, you may be able to engage with content online to support the visit, self-guided tours or engage with informative signage during the visit. Students will practise protocols, look for seen and unseen clues, and document their visit, directly feeding this into the Part 3 task (sharing findings for an audience). Keep methods non-extractive (look, listen, sketch) and use tentative language (“might/could/we may not know”), because some meanings are private or held by custodians.

What students need to document for Part 3

By the end of the visit, each student should have:

1. Place snapshot: a sketch, photos, short written or recorded description.

2. Seen and unseen clues: at least 2–3 seen clues and 1–2 unseen possibilities, phrased tentatively.

3. Types of importance and evidence: 1–2 types of importance (social, cultural, spiritual, ecological) with a because statement using concrete clues.

4. Care and attribution notes: Examples of caring for Country, What Country did your visit take place on? Who do you need to acknowledge and thank for your visit?

These four items are the inputs for the Part 3 product (poster, place portrait, audio tour, etc.). A booklet has also been provided for students to document these aspects.

Possible pathways for visit

Pathway One: Self-guided Visit

Natural features visit (river, wetland, lake, grasslands, etc.)

Share the information you have about this location (either sourced online prior to the visit or from the information provided at the place). Possibilities for students:

• Spend time undertaking a silent notice: eyes/ears/body.

• Document: what they noticed through words, sketches, recording or photos.

• Seen/Unseen: list at least two seen and one unseen clues (use “might/could”).

• Possible types of importance and evidence: pick at least one type of importance and finish: “One type that might apply is ___ because we can see ___.”

• Care note: one action that shows caring for Country here.

Human influence feature (e.g., meeting area, path, marker, mural)

• Repeat the same process as the natural features.

Each student returns with at least two complete sets of observations ready to transfer into Part 3.

Pathway Two: Guided Visit

Have students document the same areas as the self-guided visit. Further considerations:

• Listen first: only record if permission is given; otherwise paraphrase respectfully.

• Live mapping: as students listen, jot seen clues they can verify and unseen meanings they may hear (note “shared by (person)”).

• Types of importance and evidence: after the talk, choose the types of importance lenses that might fit and write one because statement based off the tour guides information.

• Care and attribution: note one care action mentioned or modelled; write thanks/acknowledgement details (as advised).

Each student returns with at least one rich set of observations that includes an unseen insight (if shared) by the tour guide.

Ready for Part 3? Student check before leaving

☐ Snapshot done (sketch, photo, recording or short description)

☐ 2–3 seen clues and 1–2 unseen possibilities

☐ 1–2 types of importance with because evidence

☐ One care action and who/which Country to thank/acknowledge