EEO410 – Learners learning about and for their world – Human Disciplines Inquiry Unit on PLACE Year Level: 5/6 Duration: 10 weeks PLACE UNIT TITLE: STUDENT NAMES: Cassandra Van Zeyl and Naomi Mathew-VadakethInquiry Question: How does the Dandenong ranges aid our learning and understanding of Australian history and geography?

BIG ideas The Dandenong Ranges highlights the rich history of

Australian warfare and further explores significant events and people in history.

Sustainable acts can lead to a sustainable future

Teaching proposalThrough this unit it is envisaged that students will learn about:

How sustainability contributes to our future and how to be sustainable in our local community

How the people, places and events in the past have influenced Australia’s development socially, environmentally and culturally from a Humanities perspective

Dandenong Ranges is rich in history and full of historical sites, buildings and artefacts.

This is important because: Sustainable acts can lead to a sustainable future Students should understand how Australia was shaped through

migration and Indigenous AustraliansI’ve read something about this in:

Ausvels curriculum

Learning intentionsAt the end of this unit, students will understand that:

-We can learn about history through landmarks, artefacts and stories

-students collect relevant data to help further their knowledge of historical events

-the cultural and historical importance behind sites, buildings and artefacts

-Dandenong ranges possesses historical, cultural and environmental features that furthers our understanding of our local community

Key skills At the conclusion of this unit students will be able to:

Sequence historical people and events (ACHHS098) Compare information from a range of sources. (ACHHS122) Use historical terms and concepts (ACHHS099) Use a range of communication forms (oral, graphic, written) and digital

technologies (ACHHS125) Identify points of view in the past and present (ACHHS123)

- Understanding our roles and responsibilities as part of a community

Assessment Evidence Historical timeline Online diary entry Powerpoint Series of journal entries Diorama

Australian Curriculum areas covered in this inquiry unit related to HumanitiesDiscipline Knowledge & Understanding code Skills code

History Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.

The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought.

(ACHHK115)

(ACHHK116)

(ACHHK095)

Use historical terms and concepts Identify points of view in the past and

present

Identify points of view in the past and present

Use historical terms and concepts

(ACHHS099)(ACHHS123)

(ACHHS123)(ACHHS099)

Geography They investigate some of the significant natural processes that operate across Australia (for example, rainfall, drought, flood,

Humanities: Geography

Use maps at different scales to locate places

Identify features on maps

Humanities: Geography

earthquake, cyclones and bushfire), and how people react to them, including their preparation for, and management of, natural disasters.

They explore effective ways to care for local places, and are provided with opportunities to initiate and participate in an action on an environmental issue of personal or group concern; for example, pollution of a local waterway.

Students explore how humans have affected the Australian environment. Examples could include: Aboriginal and Torres Strait Islander communities’ care of the land; clearance by farmers and subsequent problems of land degradation and salinity; and protection of the natural environment through the creation of nature parks, national parks and marine parks

Students explore environmental issues and consider possible solutions to current and future challenges

National parks and explore ways of protecting these unique environments in a sustainable way for future generations

They learn about and interpret their location relative to other places

Collecting and recording data They learn about and interpret their

location relative to other places

Economics & Business

Civics & Citizenship

They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change

Students explore ways in which they can actively participate in their school and community

Students research an issue, or issues using a range of resources including electronic media

Students learn about the three levels of government in Australia and investigate examples of the functions and services of these governments such as currency, defense, education, health, parks and libraries.

CROSS CURRICULUM PRIORITIESOrganising ideas code Organising ideas code

Indigenous Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.

Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.

Aboriginal and Torres Strait Islander

OI.2

OI.3

OI.5

Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of levels and experiences can be viewed through historical, social and political lenses.

Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally.

OI.6

OI.9

Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

Asia The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions.

Australia is part of the Asia region and our histories from ancient times to the present are linked.

OI.1

OI.6

Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society.

OI.8

Sustainability World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.

The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.

OI.5

OI.6

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

OI.7

OI.9

GENERAL CAPABILITIES

Literacy - Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

- Show how ideas and points

(ACELT1610)

(ACELY1698)

Personal and social capability

-Students seek and use teacher feedback to develop their content knowledge and understanding and reflect on how their prior knowledge has changed.

- Through participation in a variety of group and whole-class activities,

of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

-Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

- Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

- Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

-Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and

(ACELY1703)

(ACELA1512)

(ACELY1704)

(ACELY1707)

students begin to articulate the advantages of learning effectively with, and from, their peers

- They are provided with opportunities to manage and monitor progress of some tasks independently

- They identify the many contexts in which learning occurs both within school and beyond school

audio elements

- Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

- Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

(ACELT1609)

(ACELY1700)

Numeracy - Use a grid reference system to describe locations. Describe routes using landmarks and directional language

(ACMMG113) Ethical understanding - They consider the values important in a multicultural society such as respect and tolerance.

- They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change.

- They are provided with opportunities to participate in school events and experience class and school leadership roles and their responsibilities.

- students recognise the dynamic nature of socio-political relationships within the region over time, and the role that individuals, governments

and other organisations play in shaping relationships between peoples and countries.

(ICT) capability -Students use ICT tools to produce information products that demonstrate their knowledge and skills for all areas of the curriculum.

- Students use design tools, such as layout diagrams, annotated drawings and storyboards, to document solutions and the layout of information products.

- When problem solving, students use recommended search engines and begin to refine search questions to locate information quickly on the Internet.

Intercultural understanding

- Students will examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint

- Students will develop an awareness of the significant roles of Aboriginal and Torres Strait islander people in Australian society.

Critical and creative thinking - Individually and in small

teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts.

- Students learn to develop step-by-step plans for production and use a variety of production techniques,

tools, materials/ingredients

- They begin to record their progress using words and images

-

Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiryLearning Intention:

Activity & Resource AC links

-Understanding our roles and responsibilities as part of a community

Activity: Students will participate in an online interactive app, called ‘ My Garbology’ in which students will be required to sort rubbish out into different categories such as ‘ items that can be reused, items that can be recycled , items that can be placed into compost and items for landfill’ . This activity will give students further insight into the process and reasons why certain items get recycled that specific way. Complete a KWL chart, in which students write down what they know and what they want to know on the topic of sustainability. Students must write an item down on a sticky note eg. Fridge, clothing, plastic. Students will be required to sort these sticky notes into ‘My garbology’ categories. Students brainstorm in groups writing down what sustainability means to them, as well as important environmental issues affecting the community. Students investigate and explore the sustainability measures taken in the Dandenong ranges e.g national parks, landmarks. Resources:

Laptops ( with internet connection) Poster paper ( A3) Sticky notes Permanent marker KWL chart page Pens

Note: Dandenong ranges is home to the Boon wurrung Aboriginal tribe

Students explore environmental issues and consider possible solutions to current and future challenges

They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change

-We can learn about history through landmarks, artefacts and stories

Activity: The teacher will read the picture story book ‘The little refugee’ which talks about Anh Do’s journey from Vietnam to Malaysia and then Australia. Students will have circle time and the teacher will ask the following questions; •How might you feel in this situation? •Who/ what might you be worried about?•Who could you help or who could help you in this situation?Students will be required to write down ten things that they would take with them if they had to flee home like Anh Do. However they must be able to fit into a backpack and be carried. Students will be given the opportunity to fill a back pack up with a selection of clothes, toys ect, to get a tactile

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.

experience. As a class we will map ‘ Anh Do’s journey’ from Vietnam to Malaysia and then Australia. (After world war two the increase in migration and industry brought a boom to Dandenong Ranges.) Students will be required to write a short story that compares Anh Do’s life in Vietnam to his life in Australia using information gained from the book.

Resources: Books ‘The little refugee’ by Anh Do & Suzanne Do Pen Paper Back Pack Toys, clothes, books and other items to fill up back pack World Map Pins Ribbon

Assessment: - Online diary entry ; writing in first person from ‘Anh Do’s’ point of view ; on his journey to

Australia- Students should form a deeper analysis on the character, and explore his emotions using

descriptive language. -We can learn about history through landmarks, artefacts and stories

Activity: Students will be required to create a biography based on an Aboriginal or Torres Strait Islander who has contributed to Australian society in areas such as sport, art, science, education and economy such as Kathy Freeman; sport. Students will have to create a PowerPoint presentation based on their chosen person and present to the class, the ideas and information that has been brought forward in their investigation.

Assessment: Marking rubric will be used to assess the students’ PowerPoint. Students should share what they have learnt, found interesting and how it may differ to their own culture.

Resources: Computer

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society.

OI.6: Aboriginal and Torres Strait Islander Peoples have lived in

Poster paper Pen Books borrowed from the library

Australia for tens of thousands of levels and experiences can be viewed through historical, social and political lenses.

OI.9: Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally

-Dandenong ranges possesses historical, cultural and environmental features that furthers our understanding of our local community

Activity: Students will go on an excursion to William Ricketts Sanctuary in the Dandenong Ranges where they will undertake a guided audio tour of the sanctuary. The tour will allow students to understand William Ricketts’ message to the Australian people that speaks about the relationship between our natural environment and Indigenous people. Students will explore the sanctuary and take a picture of their favorite sculpture. When they return to school, they will write why they liked the sculpture and how it links to Aboriginal heritage. Students will write ideas on sticky notes about what they think the Indigenous people’s relationship with the land was like. Then they will place the sticky notes together to form a tree. Students will have a class discussion about their thoughts relating to the ideas brought up from the excursion and their exploration.

Resources: iPad Sticky notes

Students explore how humans have affected the Australian environment. Examples could include: Aboriginal and Torres Strait Islander communities’ care of the land; clearance by farmers and subsequent problems of land degradation and salinity; and protection of the natural environment through the creation of nature parks, national parks and marine parks

They understand that protecting the environment requires

that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidenceLearning intention:

Activity & Resource AC links

-Dandenong ranges possesses historical, cultural and environmental features that furthers our understanding of our local community

Activity: Students go on an excursion to the 1000 Steps which is located in the Dandenong Ranges. Students will use a map to locate relevant artefacts such as memorial statues, plaques and information boards to further their knowledge on historical events, specifically those related to World War 2. They will be required to take photos, notes and recordings of both environmental and historical features on the Lyrebird track and the Kokoda Track Memorial Walk respectively. The students will locate the plaques to help them understand the significance of different points along the Kokoda Track trail and the map provides some understanding of the very rugged topography over which the almost 100 kilometre trail passes. Students should also collect data on the environmental aspects of the 1000 steps, focusing on sustainability issues associated with national parks. Information should be collected from park rangers if available and plaques. Once back at school, students will engage in Circle Time where they will each write a question on a sticky note provided by the teacher which will be placed on the board and discussed as a class. Students will also present their findings such as photos and recordings of the activities completed during the day to further explore the history and environmental significance of the 1000 Steps. Students will also reflect on how they progressed with their mapping activities and whether they found it challenging.

Resource: iPads, notepad

They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change

They learn about national parks and explore ways of protecting these unique environments in a sustainable way for future generations

They learn about and

interpret their location relative to other placesStories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.

-Students collect relevant data to help further their knowledge of historical events

Activity: Students will collate their data that was gathered from the excursion to the 1000 Steps and discuss with the class. They will research World War 2 and how it affected Australia. Then students will create journal entries from the point of view of a person migrating to Australia during the war. Students will talk about the obstacles that occurred and create a set of realistic journal entries based on the information they have gathered from the 1000 Steps and their online research.

Assessment: One week of journal entries and a picture of a highlight from each entry demonstrating an accurate understanding of the war and its effect on Australia’s population through migration.

Resources: Paper Pen Internet Books from the library

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.

Students research an issue, or issues using a range of resources including electronic media

-Students collect relevant data to help further their knowledge of historical events

Activity: Students will have to create a historical timeline detailing events that occurred during World War 2 and specifically linked to how Indigenous Australians were affected. Students will provide detailed information on a minimum of 10 events that occurred. The information can be gathered from the 1000 Steps, books, the internet and other relevant sources. Students will be given the freedom to choose how they present their timeline; it can be a poster, online presentation, cartoon, retelling of the events etc. Students will be asked to share their timeline with the class.

The impact of a significant development or event on a colony; for example, frontier conflict, the gold

Assessment: Students will create a historical timeline detailing events of World War 2 and its effects on Indigenous Australians. It will be assessed based on the number of events researched and presented, the relevance of events chosen, the accuracy and detail in descriptions of events and the creativity of timeline presentation.

Resources: Books Internet Poster paper Laptops/iPads Props and costumes from the dress-up box

rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought.

-Understanding our roles and responsibilities as part of a community

Activity: Students will research the rules and regulations associated with the Dandenong Ranges National Park. In groups of 4, students are required to brainstorm what they know about park rules and regulations (eg. Signs displayed in parks) and discuss why the rules are important as well as who introduces and enforces the rules. In groups of 4, students will create a 3D diorama using materials from the classroom and the outdoors. On the diorama will be the group’s rules and regulations for their park. Finally, students will create a short (1-2 minute) skit on how one of their rules can be enforced.

Assessment: Students will create a diorama of their group’s park and will have written the rules and regulations of the park on the side of the diorama. Students will be assessed using a rubric which specifically looks at the relevance of the rules and regulations enforced in a national park as well as the creativity of the diorama.

Resources: Internet Laptops/iPads Poster paper Markers Student sourced materials for diorama

They explore effective ways to care for local places, and are provided with opportunities to initiate and participate in an action on an environmental issue of personal or group concern

They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other

civic action to effect positive change

Stage 3: CELEBRATE/INNOVATE -What do we do with what we’ve found?Concluding, reflecting on and responding to the inquiry

Learning intention:

Activity & Resource AC links

-Understanding our roles and responsibilities as part of a community

Activity: Students have discussed the importance of sustainability, and will know have the opportunity to become active citizens in assuring sustainability happens within the school community. Students will collaborate together and create a vegetable patch within the school, furthermore planting a few seedlings to promote sustainability. Students need to consistently maintain their vegetable patch, as well as the compost bin. Students will be involved in the ‘clean up the school’ day where each student will be rewarded a badge to encourage their sustainability efforts. As a classroom a ‘ sustainability pledge/promise’ should be written on a poster and every individual in the classroom will need to sign it to show team work and a commitment to getting involved in as many acts as possible to help create a sustainable future.

Resource: Veggie seeds (carrot, tomato, apple ect.) Plant pots Soil Cupboard Poster ( A3 paper/A4) Sticky tape /masking tape Stapler Badges / Badge machine ( hired) Textures/ permanent markers

They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change.

-The cultural and historical importance behind sites,

Activity: In groups of two, students will research the significance of poppies and Anzac biscuits using information gathered from the 1000 steps as well as further research using books and internet sources. Students will answer a question sheet asking them to compound their knowledge of Anzac biscuits and poppies. Finally, students will be required to create a poppy and cook Anzac biscuits using the following links:

The contribution of individuals and groups, including Aboriginal people and/or Torres

buildings and artefacts

-www.poppytime.com-www.bestrecipes.com (Anzac biscuits) Students will place their poppies in a rectangular block of floral foam which will be kept in the classroom.

Resources: Internet Books Data from 1000 steps Poppy and Anzac biscuit question sheet Pen Anzac biscuit recipe: plain flour, rolled oats, brown sugar, coconut, butter, golden syrup, water,

bicarbonate of soda, baking tray, saucepan and sift Poppy: green pipe cleaner, red and black cardboard, sticky tape, floral foam

Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.

Bibliography:Victorian Curriculum and Assessment Authority 2015, Civics and Citizenship, Victorian Curriculum and Assessment Authority, retrieved 27th April, <http://ausvels.vcaa.vic.edu.au/Civics-and-Citizenship/Curriculum>

Victorian Curriculum and Assessment Authority 2015, The Humanities-Geography, Victorian Curriculum and Assessment Authority, retrieved 27th April, <http://ausvels.vcaa.vic.edu.au/The-Humanities-Geography/Curriculum>

Victorian Curriculum and Assessment Authority 2015, History, Victorian Curriculum and Assessment Authority, retrieved 27th April, <http://ausvels.vcaa.vic.edu.au/The-Humanities-History/Curriculum/F-10#level=5>.

News Life Media 2015, Anzac Biscuits, News Life Media, retrieved 27th April, <http://www.bestrecipes.com.au/recipe/anzac-biscuits-L79.html>.

Poppy Time 2014, Make a Paper Poppy, Poppy Time, retrieved 27th April, <http://poppyappeal.com.au/assets/Posters/RSL0013MakePaperPoppy.pdf>.

Include referees AND images if appropriate here: