TAP SDG5 – Lesson Plan 2 – Discover & Explore Locally

Gender Equality – Discover & Explore Locally Lesson Plan 2

Possible Subjects: Geography, English

Years: 7-12

Lesson: 2 of 3

Learning Outcome

Learning to independently present evidence that shows an understanding of significant contributions made by women in Australia.

Resources

Definitions & Resources

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Lesson Overview

The Global Gender Gap Index is a report published every year by the World Economic Forum examining the gap between men and women in four fundamental categories. In 2021, Australia was only ranking number 50 (out of 156 countries) while the country was listed number 15 in 2006.

The significant contribution of Australian women, transgender and nonbinary people to society is largely overlooked and underestimated. They are underrepresented in positions of leadership and massive progress is required in all areas from politics and employment to science and agriculture.

This lesson will focus on the current gender gap in Australia and get the students to discover and explore the role of some important women, transgender and nonbinary Australian figures.

Tuning In – ‘What do students know about gender equality?’

Introduction (5 mins)
  • Introduce the lesson by asking the class what they think the first 5 countries in terms of gender equality are.

WATCH: Gender Equality In Australia

  • Show below video to the class:

Finding out – ‘Students investigate gender equality, research & plan’

DISCUSS: Class Discussion

Teach/Model (5 mins)
  • Tell the students that the video they just watched is from 2006
  • Ask them the following questions:
    • Do you think the gender gap has gotten better or worse since?
    • What do you think Australia’s current ranking on the Global Gender Gap Index is?
    • Which countries do you think rank in the Top 5?

Inform the students about the current ranking (here) and give them more context by showing them the below graphic:

download infographic

DISCUSS: Class Discussion

Guided Practice (5 mins)
  • Ask the students to brainstorm and/or give them names of inspirational Australian women, transgender and nonbinary people (optional names here)
  • When a name comes up, ask the class the following questions:
    • How many of you know this person?
    • Are you aware of her role or some of her contributions?

EXPLORE: Inspirational Australian women profiles

Independent (30 mins)
  • Ask the students to individually research an inspirational Australian woman, transgender or nonbinary person and their contributions to their field/society. The students can either choose the person they want to study, or the teacher can assign the student some specific names (optional names here)
  • The goal is for the students to create a profile of the person they’re researching. You can chose to use the profile template below:
download template

If time only allows 1 session for this lesson, it is recommended to include Anika Molesworth in the list of names for students to research.

If time allows it, you can choose to split this lesson into 2 sessions:

  • Session 1: as detailed above (excluding Anika Molesworth). Replacing the plenary time with an extra activity.
  • Session 2: Focus on the agriculture field.
    • Introduce the topic with Anika Molesworth by showing the class the below video.

WATCH & DISCUSS: Dr Anika Molesworth, Climate Change Reality on Farms

  • Show the following video to the class.
  • Ask the students the following questions:
    • What are your main takeaways from this video?
    • Why do you think Anika’s work is important?
  • Ask students to research and create profiles of important women, transgender or nonbinary person in the agriculture field (give the student a list of young farming champions names, including Anika Molesworth).
  • Plenary time

Plenary – Reflection (15 mins)
  • Depending on the allocated time/number of students:
    • Ask the students to individually present their findings to the rest of the class.
    • Split the class into groups and ask the students to individually present to the rest of their group.

Extra Activities

DISCUSS: Wrap Up Questions

  • Ask the students the following questions to discuss as class/in small groups/in pairs:
    • What surprised you today, and why?
    • What’s the most important thing you learned today? 
    • What do you want to learn more about, and why?
    • When were you the most creative, and why do you think that is?
    • What made you curious today?

WATCH & DISCUSS: Dr Anika Molesworth, Climate Change Reality on Farms

  • Show below video to the class:
  • Ask the students the following questions:
    • What are your main takeaways from this video?
    • Why do you think Anika’s work is important?

WATCH & DISCUSS: Why do we need women in STEM? – Innovation and Science Australia

  • Show below video to the class:
  • Ask the students the following questions:
    • In your own words, what are the main reasons why we need women, transgender and nonbinary people in STEM?
    • Can you name some  women, transgender and nonbinary people who have made/make significant contributions in STEM?
    • Can you think of other fields where  women, transgender and nonbinary people should be more represented?
    • Can you think of other fields where men should be more represented as well?

WATCH & DISCUSS: School Uniform Change

  • Show below video to the class:
visit site
  • Ask the students the following questions:
    • What are your main takeaways from this video?
    • Do you think it is important for girls to have the choice to wear pants or shorts at school?

Additional Homework Activity

LISTEN & REFLECT: Fierce Girls Podcast

  • Ask the students to listen to an episode of the below podcast and write a summary of their main takeaways:
listen on Spotify
back to The Archibull Prize SDG5 Gender Equality Resource Pack