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For the first 5 minutes:

1. On one side your sticky note, write what neighbourhood/area you live in and 2 things that you like about it (e.g. it is a friendly area that isn't too loud), and 2 things that you don't like about it (e.g. there are always so many cars on the street)

2. On the other side of your sticky note, write down a place that you'd love to live in - this place can be anywhere in the world, and this can either be a place you want to move to right now or in the future. Once you've written it down, provide 1 reason as to why you thought of this place.

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Instructions for the 'population graph' task: 

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Instructions for the 'population graph' task: 

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1. In your groups, you will be creating two graphs on the two pieces of paper and other materials (scissors, tape, markers) provided, however you will not be provided a copy of these graphs.

2. On two tables on opposite sides of the classroom, there will be two sets of graphs (labelled as Graph A and Graph B).

3. To be able to create these graphs, you need to allocate one group member to represent your group, and they will be able to view the two graphs for 30 seconds at a time, and there will be a timer projected on the boards as a reminder. As a group, you can decide whether the person that represents your group remains the same, or the person changes.

4. After each 30 second viewing, a timer of 2 minutes will start where the representative will tell their group the characteristics of how the graphs looked (including all of the axis labels, values and any titles provided). The representative is only allowed to verbally communicate and describe the graph/s to their group members, they are not allowed to contribute to drawing the graphs.

5. After the 2 minutes is up, step 3 is repeated where a representative of your group will be able to view the graphs again for 30 seconds, and then the subsequent 2 minutes of reporting back to the group and crafting the graphs will repeat again. Each process (of 30 seconds of viewing and 2 minutes of crafting) will be repeated 6 times.

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Graph A - in activity, students are not given the x-axis labels as will be further discussed after completion of activity

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Graph A - in activity, students are not given the x-axis labels as will be further discussed after completion of activity

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Capital city share of state population, 1971 and 2021

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Graph 2 - legend of which particular cities the graph represents will not be included for students to see during activity, will be discussed after completion of activity

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Graph 2 - legend of which particular cities the graph represents will not be included for students to see during activity, will be discussed after completion of activity

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Instructions for the 'Same and Different' task: 

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Instructions for the 'Same and Different' task: 

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1. There are three prompts on the posters placed on three different tables, and you would have been allocated a prompt to start with if you were already not sitting on one of the three tables. A timer will be put on for 30 seconds for you to read the prompt and have some time to think about what ideas come to your mind when you see the prompt. Consider what examples and ideas you wrote down on your sticky note at the start of the lesson, as well as the discussions you’ve had in your smaller groups and as a class.

2. A timer of 2 minutes will start after the initial 30 second timer – use this time to write down your thoughts. If you’re feeling a bit stuck on what to write, you can raise your hand for the teacher to come to help. However, don’t be afraid to use some of the 2 minutes to think about your responses, or even have a look at what your classmates on the table are writing. A 30 second warning will be announced, and during that time, wrap up anything that you’re writing, and put a symbol/signature next to your point/s that you’ve written (rather than writing your name down).

3. Once the timer goes off, you are to move to the next table in an anticlockwise direction. With this round, a timer will be allocated for 1 minute, and you are to read both the prompt and responses that students from the one group, and you are allowed to either respond to the prompt and create a new idea, or you can respond to another student’s response, either by sharing your perspective of agreeance or challenge, commenting on the idea, or you can even pose a question (e.g. can you consider a particular example that can help strengthen your idea?). You will be allocated 2 minutes to create a response and ensure to ‘sign’ your work during the last 30 second warning if you haven’t done so already.

4. Repeat step 3 by visiting the last poster in the anticlockwise direction. (1 minute to read responses, 32minutes to write response/s).

5. Once the final poster has been completed and the timer has gone off, go back to your original spot with the first poster you worked with. With your other classmates on your table, read what others have written on “their” paper, and work together as a group to consider what themes you noticed emerging - What did you see as common issues and reactions? What questions surprise them? Debrief the process itself, asking your group how their thinking developed during whole activity as they went around to different posters and read other people’s responses, and write your findings on the back of the poster.

6. The class will then come back together, and each group will highlight some of the ideas and points that you noticed as a group from completing the exercise.

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Prompts that will be on posters *students all start at different posters* 

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Prompts that will be on posters *students all start at different posters* 

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1. We've learnt how First Nations communities see place as a spiritual part of their identity as they see the land and country as the giver that provides for them. How might this be similar or different to the way that you view place? You can certainly include whether anything we've learnt in this lesson may have changed your views as well

2. What were your first impressions or thoughts when you heard the teacher say 'First Nations communities view place from a different perspective than we have just learnt'? Explain whether your perception has changed or not, and suggest why this may be the case.

3. From learning about the different values that influence people's way of viewing place and liveability, and now also the way that First Nations peoples value place, describe what you think are the similarities and differences between the two perspectives, and whether you think that they cross-over at any points as well?