River Boy Program - Brewongle Environmental … Environmental Education Centre Stage 3 History –...
9
Brewongle Environmental Education Centre Stage 3 History – The Australian Colonies - River Boy About Brewongle EEC Brewongle Environmental Education Centre is located in Sackville North and includes a terrestrial environment (Sydney Sandstone Gully Forest) and a man- made aquatic environment (ponds). Brewongle EEC is in Darug Country and more specifically the land of the Boorooberongal clan. Excursion duration 4 hour on-site excursion to Brewongle EEC. Arrival time: 10 am. Departure time: 2 pm Arrival and departure times are guides only. Distance and bus schedules may require modifications to the timetable Excursion experience Brewongle EEC is sited at the former North Sackville Public School built is 1878 during the heart of the Colonial period in Australian history. In the History content area ‘The Australian Colonies’ students are expected to learn about nature of daily life for settlers and how the environment changed during the period. Through historical inquiry and investigative techniques, using various sources, students attending the River Boy excursion will learn about everyday life on the Hawkesbury River in post-1800 colonial settlements.
Transcript of River Boy Program - Brewongle Environmental … Environmental Education Centre Stage 3 History –...
BrewongleEnvironmentalEducationCentre
Stage 3 History – The Australian Colonies - River Boy About Brewongle EECBrewongleEnvironmentalEducationCentreislocatedinSackvilleNorthandincludesaterrestrialenvironment(SydneySandstoneGullyForest)andaman-madeaquaticenvironment(ponds).BrewongleEECisinDarugCountryandmorespecificallythelandoftheBoorooberongalclan.
Excursion duration4houron-siteexcursiontoBrewongleEEC.Arrivaltime:10am.Departuretime:2pmArrivalanddeparturetimesareguidesonly.DistanceandbusschedulesmayrequiremodificationstothetimetableExcursion experienceBrewongleEECissitedattheformerNorthSackvillePublicSchoolbuiltis1878duringtheheartoftheColonialperiodinAustralianhistory.IntheHistorycontentarea‘TheAustralianColonies’studentsareexpectedtolearnaboutnatureofdailylifeforsettlersandhowtheenvironmentchangedduringtheperiod.Throughhistoricalinquiryandinvestigativetechniques,usingvarioussources,studentsattendingtheRiverBoyexcursionwilllearnabouteverydaylifeontheHawkesburyRiverinpost-1800colonialsettlements.
BrewongleEnvironmentalEducationCentreOutcomesNSWK-10HistorySyllabus:
§ HT3-1describesandexplainsthesignificanceofpeople,groups,placesandeventstothedevelopmentofAustralia§ HT3-2describesandexplainsdifferentexperiencesofpeoplelivinginAustraliaovertime§ HT3-3identifieschangeandcontinuityanddescribesthecausesandeffectsofchangeonAustraliansociety§ HT3-5appliesavarietyofskillsofhistoricalinquiryandcommunication
NSWK-10ScienceSyllabus:Workingscientifically
§ ST3-4WS›investigatesbyposingquestions,includingtestablequestions,makingpredictionsandgatheringdatatodrawevidence-basedconclusionsanddevelopexplanations
Builtenvironments
§ ST3-14BE›describessystemsinbuiltenvironmentsandhowsocialandenvironmentalfactorsinfluencetheirdesignKey Inquiry Questions
§ WhatdoweknowaboutthelivesofpeopleinAustralia'scolonialpastandhowdoweknow?§ WhatweresignificanteventsthatshapedAustraliancolonies?
Key concepts
§ aspectsofbothcontinuityandchangeinAustraliansocietyovertime§ somecausesandeffectsofanhistoricaleventordevelopment,egfloodingintheHawkesburyandsubsequentdambuilding§ differentpointsofviewinthepastandpresent,egattitudestowardstransportandsafety§ whybehaviourandattitudesofpeoplefromthepastmaydifferfromthoseoftoday§ theimportanceofthecontributionsofindividualsandgroupstotheirtimes§ historicaleventsorissuesmaybeinterpreteddifferentlybyhistorians
BrewongleEnvironmentalEducationCentreContent NSWK-10HistorySyllabus:Reasons(economic,politicalandsocial)fortheestablishmentofBritishcoloniesinAustraliaafter1800Students:•discusswhytheBritishgovernmentsetupcoloniesinAustraliaafter1800Thenatureofcolonialpresence,includingthefactorsthatinfluencedpatternsofdevelopment,aspectsofthedailylifeofinhabitants(includingAboriginalandTorresStraitIslanderpeoplespeoples)andhowtheenvironmentchangedStudents:•discussthediverserelationshipsbetweenAboriginalpeoplesandtheBritish•investigatetheeverydaylifeofavarietyofmenandwomeninpost-1800colonialsettlementsusingarangeofsourcesandexplaintheirdifferentexperiencesTheimpactofasignificantdevelopmentoreventonacolony-theHawkesburyFloodsStudents:•identifyeventsthathaveshapedAustralia'sidentityanddiscusswhytheyweresignificant•usearangeofsourcestoinvestigateasignificantdevelopmentoreventanditsimpactonthechosencolonyTherolethatasignificantindividualorgroupplayedinshapingacolony;forexample,explorers,farmers,entrepreneurs,artists,writers,humanitarians,religiousandpoliticalleaders,andAboriginaland/orTorresStraitIslanderpeoples(ACHHK097)Students:•usearangeofsourcestoinvestigatetheroleofaparticularman,womanorgroupandthecontributionseachmadetotheshapingofthecolonyNSWK-10ScienceSyllabus:Workingscientifically:Studentsconductinvestigationsby:•workingindividuallyandcollaborativelyinconductingarangeofappropriateinvestigationmethods,includingfairtests,toanswerquestionsorsolveproblems•usingsuitableequipmentandmaterials,checkingobservationsandmeasurementsbyrepeatingthemwhereappropriate•usingequipmentandmaterialssafely,identifyingpotentialrisks(ACSIS088,ACSIS105)•accuratelyobserving,measuringandrecordingdata,usingdigitaltechnologiesasappropriate(ACSIS087,ACSIS104)•usingformalunitsandabbreviationsformeasuringandrecordingdata•suggestingimprovementstothemethodsusedtoinvestigateaquestionorsolveaproblemBuiltEnvironments:Socialandenvironmentalfactorsinfluencethedesignofbuiltenvironments.Students:§ considerwaysthatthedesignoruseofplacesandspaceshavechangedovertimeandthesocialand/orenvironmentalfactorsthathaveinfluencedthesechanges
BrewongleEnvironmentalEducationCentre
Pre-visit Teaching & learning activitiesChoosetwoorthreeofthefollowingactivities:
§ DiscoverwhytheHawkesburywassosignificanttotheearlyColonyofNewSouthWales.§ InvestigateasignificantearlysettleroftheHawkesburysuchasSolomonWiseman,ThomasArndellorJamesWebbortheWallfamilyandwhich
boatstheymayhavecometotheColonyofNSWaboard.§ Investigate Imperialmeasurements.§ Makeatimetrailforhowchildrenhavetravelledtotheirownschooloveranumberofyears.§ ExploretheAustraliannationalmuseum’sship’slogsonlineandcreateabeautifullyhandwrittenoneofyourown.§ Playthegame“Captain’scoming”oranonlinegamesuchastheonefoundat
http://oceanservice.noaa.gov/education/nautical_charts/scavengerhunt.html§ Playsomeoldfashionedschoolgameslikemarbles,jacks,andhop-scotch.
Excursion Teaching & learning activities On the day Introduction–Wholegroup-10minsPowerpoint/ipadpresentation-includesectionsofBrewongle’slivinghistory.Gwen14:30,GeoffJune14:55,talkingaboutmakingdeliveries,Geofftalkingaboutbeingtiedontotheboat,Alan16:28talkingaboutfloods.GeoffMorleytalkingaboutFishing18:00(Fun)Orpresentauralhistory(fictionalstory)asatranscript.Studentssplitintotwogroups.Group1-togetherorsplitinto3smallergroups.–40minsUsingHistoricalResources–primarysourcesWhoisthespeaker?Studentsusetheboatlistsandcluesfromthefictionalauralhistorytranscripttofindoutwhothespeakeris.Whatdidthemessagesay?StudentsuseoldschoolphotographstolocatetheoriginalschoolbellsitetofindtheMorsecodeprickedtelegram.Decodethemessageusingcodesheets?Ipad?Howfardidtheschoolboattravelthatday?Usearivermapandthetranscripttoworkoutapproximatedistances.Group2SupportingEvidence–40minsWhywasthebaker’sboysocold?Studentsconductascientificexperimenttoexaminetheeffectsofwindchill.*Prepareroomtemperaturewaterthedaybefore.Whatshapearetradingboats?Studentsexperimentwithdifferentboatdesignstodeterminesuitableshapes.Finishbylookingatphotographsoftradingboats.ExperienceMaritimestyleknottying.
BrewongleEnvironmentalEducationCentreWholegroup.Historicalsite/artefactinspectionWhereisthisstoryset?StudentswalkdowntheSulkyTrackmentionedintheoralhistorytotheHawkesburyRiver.Notefloodlevels.HowwouldIfinditagain?Studentsmarkthespotonamap,takeGPSco-ordinatesandaddthatinformationtotheirmaps.Whatdidtheschoolboatlooklike?-Studentsmakeasketchoftheboat.Considerwhatotherinformationwegetbybeingabletoseethisartefact?FollowNMA’sobjectquestioncard.Resourcefolder Post-visit Teaching & learning activitiesChoosefromthefollowing:
§ HowmightMrEveringhamorthebakerhavetoldthestorydifferently?Lookattheincidentfromadifferentperspectiveandwritetheirstory./createthenewspaperarticlementioned.
§ FollowtheNMA’stellingastoryformattotellthestoryofyourschoolfromdifferentperspectives.§ Useyourboatsketch,ora3Dversionasastartingpointforanarrative.§ Investigatesemaphore.Createartpapersizedflagstodisplayamessageinyourclassroom.
§ UseMorsecodetosendasoundmessagetoyourfriend.Dotheygetquickeratdecodingwithpractise?§ ReadTheRiverBoybyAnthonyHill,illustratedbyDonnaRawlins§ Discussthedifferencesinstyleoflanguagecomparedtomoderndayusage.§ Exploreauralhistoriesatyourlocallibraryandcreatesomeaboutschooleventsforthestudentsofthefuture.Aretherevariousperspectivesabout
whatactuallyhappened?§ Investigatewhatkindofactivitiesaboylivingontheriverwouldbeinvolvedintoday.Howaretheydifferentfromthoseinthepast?§ Collectpicturesofriverboatsusedovertimefromtheindigenoustomoderndayrivercruisingboatsandcreateapictorialtimeline.§ Testyourknowledgeofnauticaltermsat:-http://www.sporcle.com/games/g/nauticalterms
BrewongleEnvironmentalEducationCentreKnowledge, skills and valuesStage3•respond,readandwritetoshowunderstandingofhistoricalmatters•sequencehistoricalpeopleandevents•usehistoricaltermsandconcepts•locateinformationrelevanttoinquiryquestionsinarangeofsources•compareinformationfromarangeofsources•identifydifferentpointsofviewinthepastandpresent•explainwhythebehaviourandattitudesofpeoplefromthepastmaydifferfromtoday•identifyandposequestionstoinformanhistoricalinquiry•identifyandlocatearangeofrelevantsourcestosupportanhistoricalinquiry•develophistoricaltexts,particularlynarrativesanddescriptions,whichincorporatesourcematerial•usearangeofcommunicationforms(oral,written,graphicanddigitalVALUESANDATTITUDESK–10Studentswillvalueandappreciate:•historyasastudyofhumanexperience•theopportunitytodevelopalifelonginterestinandenthusiasmforhistory•thenatureofhistoryasreflectingdifferingperspectivesandviewpoints•theopportunitytocontributetoademocraticandsociallyjustsocietythroughinformedCitizenship•thecontributionofpastandpresentpeoplestooursharedheritage.
Historical skills
Comprehension, chronology, terms and concepts
Analysis and use of sources
Perspectives and interpretations
Empathetic understanding
Research
Explanation and communication
Learning across the curriculumCross-curriculumprioritiesenablestudentstodevelopunderstandingaboutandaddressthecontemporaryissuestheyface.CriticalandCreativeThinking–Sourcesusedwillbequestionedfortheirreliabilityandusefulness.Sourcesareincomplete,engagingcriticalandcreativethinkingintheconstructionofanhistoricalexplanationusinglimitedevidence.
BrewongleEnvironmentalEducationCentreEthicalUnderstanding-Studentsengagewitharangeofhumanbehavioursdisplayedbypeopleinthepastandexaminethemotivesforthem.InterculturalUnderstanding–Studentsengagewithissuesofinterculturalunderstandinginthecontextoftheirownlivesaswellaspreviousgenerations.Quality Teaching ElementsIntellectualQualityMetalanguage- High use of metalanguage. The lesson proceeds with frequent commentary on language use.Substantivecommunication-sustainedandreciprocalcommunicationthroughoutthelesson.QualityLearningEnvironmentEngagement-sustainedinterest,attentivenessandfocusonthetasksathandHighexpectations-learningimportantknowledgeandskillsofachallengingnatureStudents'Self-Regulation-activitiesarepurposefulandinterestingresultinginlowlevelsofinterruptionandhighlevelsofinitiative.SignificanceBackgroundKnowledge-opportunitiestomakeconnectionsbetweentheirknowledgeandexperienceandthecontentofthelessonCulturalknowledge- Substantial cultural knowledge is recognised and valued throughout the lesson and this knowledge is accepted as equal to the dominant culture.Connectedness-contenthasmeaningbeyondtheclassroomandthesiteNarrative-mayenhancethesignificanceofthelessonwhenstorieshelpillustrateorbringtolifetheknowledgebeingaddressed.
BrewongleEnvironmentalEducationCentreConcepts Continuityandchange-Somethingschangeovertimeandothersremainthesame.
Causeandconsequence-Events,decisionsor developmentsinthepastproducelateractions,resultsoreffectsPerspectives-Peoplefromthepasthavedifferentviewsandexperiences
Empathy-Developinganunderstandingofanother’sviews,lifeanddecisionsmade
Significance-Importanceofanevent,developmentorindividualorgroup.
BrewongleEnvironmentalEducationCentre
Links to literacy continuum Useful links or resources ReadingCluster10
- Usestopicknowledge,vocabularyknowledgeandcontexttoreadunknownwordswhenengagingwithsubjecttexts.
Cluster11- Confidentlyengageswithawiderangeofauthentictexts,eg.NewspapersTV
documentaries,websites,andchoosesreadingpathwaysappropriatetothepurposeforreading/viewing.
- Manipulatesmultipletextsthatincludeavarietyofpurposesandmodestolocateinformationforaspecificpurpose.
ComprehensionCluster10
- Identifieswaystextspresentdifferentperspectives.Cluster11
- Respondstothemesandissuesevidentintextsthatpresentdifferentperspectivesonagiventopic,ordifferentpointsofviewwithinatext.
VocabularyknowledgeCluster10
- Demonstratesexpandedcontentvocabularybydrawingonacombinationofknownandnewtopicknowledge.
Cluster11- Demonstratesunderstandingofnewwordsorconcepts
AspectsofWritingCluster10
- Drawsideasfrompersonalexperienceandothertextsandresearchtocreateimaginative,informativeandpersuasivetextsfordifferentaudiences.
- Usessentenceandsimplepunctuationcorrectly.Cluster11
- Selectsappropriatelanguageforthepurpose.AspectsofspeakingCluster10
- Listensattentivelyandrespondsappropriatelytospokenandmultimodaltextsthatincludeunfamiliarideasandinformation.
- Knots-www.animatedknot.comshowshowtodoknotsandtellsoftheiruses.www.netknots.com/ropewww.thepirateking.com/knots
- AustralianMaritimeMuseumwww.anmm.gov.au- www.learnmorsecode.comusethegraph,listenandpractisewritingcoded
messages- NationalmuseumofAustraliawww.nma.gov.au/engage-
learn/schools/classroom-resources/activities/making-tracks/river-boy#Classroom_activities
- Semaphorechartswww.anbg.gov.au/flags/semaphore.html- Interactivenauticalscavengerhunt
http://oceanservice.noaa.gov/education/nautical_charts/scavengerhunt.html
- Interactivegamehttp://www.sporcle.com/games/g/nauticalterms- Imperialmeasurements&theirhistory
http://gwydir.demon.co.uk/jo/units/length.htm-
