WESTERN AUSTRALIAN MARITIME...

WESTERN AUSTRALIAN MUSEUM

MARITIME

Victoria Quay

TEACHER’S GUIDE K to 12

Other Western Australian Museum sites in Fremantle:

• The Shipwreck Galleries in Cliff Street • The Submarine Ovens on Victoria Quay

The three museum sites are key features of Fremantle’s Maritime Precinct.

They link the Fishing Boat Harbour and the Inner Harbour and include Arthur Head, the Round House and Bathers Beach.

Teachers’ Guide Maritime Museum

2

Contents Overview 3 Galleries and Themes 4 - 7 Activities (before and after visit) - Cross Curricular 8 - 9 Activities (before and after visit) - The Arts 10 - English 11 - Health and Physical Education 12 - L.O.T.E. 13 - Mathematics 14 - 16 - Science 17 - 18 - Society and Environment 19 - 20 - Technology and Enterprise 20 Activities for Upper School Students 21 Contact Details 21 Useful Web Sites 21 - 22


3

Overview The Western Australian Museum – Maritime provides a partnership with schools through: Inclusivity The WA Museum - Maritime provides all groups of students access to the range of knowledge, skills and values through the education programs. These programs value and include existing understandings and knowledge of different cultural groups, differing genders, and students with disabilities. Flexibility WA Museum - Maritime programs are adaptable to the particular needs of different schools and communities. We can tailor programs to meet the needs of students and teachers. These can include museum visits, guided walks and specific activities such as artefact lessons. The WA Museum - Maritime provides pre- and post-visit activities The activities in this guide are provided for teachers who wish to expand their visit to the Maritime Museum into a more comprehensive unit of work. • Pre and post-visit activities relate to all Learning Areas. • Many of the activities can be elaborated to become fully cross-curricular. • Completing some of these activities before and/or after your visit, will enhance

students’ understanding of the concepts covered in the programs. Learning areas relevant to each activity are suggested, although these are not prescriptive. . All Western Australian Museum sites: The Western Australian Museum has six branches as listed below. For enquiries about education programs please contact: 1. Western Australian Museum - Perth 9427 2792 2. Western Australian Museum - Maritime 9431 8455 3. Western Australian Museum – Shipwreck Galleries 9431 8455 4. Western Australian Museum - Albany 9841 4844 5. Western Australian Museum - Geraldton 9921 5080 6. Western Australian Museum - Kalgoorlie / Boulder 9021 8533


4

MARITIME MUSEUM

A. Galleries There are six Galleries: Hooked on Fishing Tin Canoe to Australia II Cargoes Fremantle and the Swan River Defence Indian Ocean

B. Themes Hooked on Fishing: 1. Sticks and stones Aboriginal fish traps and the extensive use of waterways and marine resources by indigenous Australians in the past 2. Crustaceans Rock lobster and prawning 3. Pearling Pearling in the past and present, the mixing of cultures, dangers of pearling 4. Fremantle fishing boat harbour Ethnic and Anglo-Australian fishing communities 5. Estuarine/Off-shore fishing Aquaculture (pearling) 6. Transition and change Fish processing, distribution and marketing, fishing gear, boat and diving technology Iconic objects: Little True (vintage fishing boat C 1875), Doria (Italian fishing boat), Trixen (pearling lugger) with pearl diver, pearl shells and pearl jewellery, Brushwood mungah fish trap, Stone fish trap, Rock lobster and fish specimens.

5

Teachers’ Guide Maritime Museum Tin Canoe to Australia II: 1. Leisure in the water West Australians make their own fun in the water – crabbing, fishing, jumping off Blackwall Reach, swimming 2. Clouds of sail Early 16 and 18 footers racing on the Swan, ferries packed with spectators 3. Duelling with “The Doctor” A celebration of our famous sea breeze the “Fremantle Doctor”, sailing and winching interactives 4. Speed Avon Descent, Donald Campbell’s 1964 world water speed record 5. Off the beach Surfing, windsurfing, wave jumping and kite sailing, beach culture 6. Sailing alone around the world Jon Sanders and David Dicks’ stories 7. There is no second Australia II and the history of the America’s Cup, the Fremantle defence, effects on Fremantle, the boxing kangaroo, community support, sailing interactive Iconic objects: Australia II, Mele Bilo II, Parry Endeavour, A display of Jon Sanders’ supplies (supermarket list of 7000 items including 40 can openers and 50 jars of Vegemite), Avon descent boat, Sailing dinghies, Panel van from the 1970’s. Cargoes: 1. Whaling and sealing Historical, use of whale products, modern whaling, conservation and tourism 2. Cargoes and jetties Immigration (people as cargo), goods traded by sea 3. Steam ships State ships, river ferry, pilot boat, Lawhill (steam and sail) Iconic objects: Whaling boat being flipped by a whale tail, whaling tools, harpoon gun, whale products, Albany jetty pylons, Wall of Commodities (cargoes transported by ships), Indigenous trade objects, Cape Levique lighthouse. Multi media: Whaling story

6

Teachers’ Guide Maritime Museum Fremantle and the Swan River: 1. A sense of place Changing geography, changing impressions of the region, reasons for, and impact of shipwrecks on the colony 2. Working port Building the port (C.Y. O’Connor harbour design), services (customs, piloting, quarantine, immigration etc.), labour and technology (bulk handling and containerisation) and merchants (19th century merchant “princes” of Fremantle) 3. Swan River stories Environmental, boat-building (changing technology), communications (includes bridges and jetties), transportation (ferries, barges etc.) Iconic objects: Lady Forrest pilot boat, Swan river ferry Valdura, Model of the harbour, C.Y.O’Connor office furniture, Perth steam engine, Fremantle ‘bridge of styx’ model, Quarantine and customs objects, Passenger gangway. Multi media: Video of Swan River story on board Valdura , The navigation “tree” interactive Indian Ocean: 1. Watercraft Early boats, fishing boats etc. 2. Indian Ocean region The Great Highway 4. Navigation Steering by stars and the sun, using currents, watching the sea birds, instruments, interactive cross-staff and kamal 5. People and their ideas Trading ideas, leaving Britain for Australia, harvesting the sea, religions, images of distant lands, Portuguese influence in the region 6. Trade From aboriginal trading to modern sea trade 7. Australia on the edge of maritime Southeast Asia Early visits to WA and visitors impressions, Portuguese, Dutch, British, French influence in the region

7

Teachers’ Guide Maritime Museum Iconic objects: Traditional canoes and models, Navigation instruments, Sama Biasa - an Indonesian fishing boat - the first to be impounded under tougher fishing laws, Walk through a 1400 Arabian market with audiovisual effects (traders and genie) Multi media: Traders’ stories in the Souk (1400s market place) Defence: 1. Colonial history/coastal defence: Early defence land and sea, invasion paranoia 2. Naval history: War and peace – WW1, AE2, HMAS Sydney and Emden, 3. WWII: HMAS Sydney II story, Z force -X craft, Folboats and Jack Sue, midget subs, sea mines and post WWII missiles, social history of WWII, WRANS, Fremantle as a WWII submarine base 4. Australian submarines: Submarine life (silent service), Oberon, J Class, Collins, underwater escape 5. Periscope An underwater experience Iconic objects: AE2 conning tower, Kormoran and Sydney II models, Folboat, Sleeping Beauty, Models of Australian submarines, Life raft (Carley float), Mine, missile and torpedo, WRANS uniform, Submarine Ovens and artefacts Multi media Submarine simulations AE2 wreck site Submarine video ‘Wear Them With Pride’

8

Teachers’ Guide Maritime Museum C. ACTIVITIES CROSS-CURRICULAR

Activity Description

Learning Area/s

Outcomes

1 Italian Fisherman’s Letter Post Students write a letter from the point of view of an Italian fisherman living in Fremantle around 1950. The letter is written to the fisherman’s family back in Italy. The letter can suggest either that the family should, or should not migrate to Fremantle. The advice is based on the writer’s description of the place and environment and the way he lived and worked. Artwork could be included to illustrate the fisherman’s perceptions.

English

S & E

The Arts

L.O.T.E.

Writing (Conventions) (Contextual Understandings)

I.C.P. (Planning) (Conducting) (Applying and Communicating Findings) Culture (Cohesion and Diversity) (Personal, Group and Cultural Identity) Place and Space (People and Places) T, C and C (Interpretations and Perspectives)

Arts Ideas (Visual Arts)

Writing

2 Predict and Compare Report Pre- Post Brainstorm / discuss predicted themes and displays that should be or are expected at the Maritime Museum and then compare with actual findings. Write a report recommending any changes and send it to us at: Education, Maritime Museum, Cliff Street, Fremantle 6160 or email [email protected]

English T and E

Viewing (all) Writing (Conventions)

Information (Creation of Information)

3 Fishing Rules Post Produce an education package about fishing rules in Western Australia

S & E

Science

Resources (Use of Resources) (Management and Enterprise)

Life and Living Science in Society

4. Dramatic Recount Post Develop and present dramatic sketches of events described in the Maritime Museum e.g. whale hunting, pirate stories, sailing alone.

The Arts

S & E

Arts Skills and Processes (Drama) T, C and C

(Understanding the Past)

CR

OS

S -

CU

RR

ICU

LA

R A

CT

IVIT

IES

5 Illustrated Guide to Navigation - ‘Guess to G.P.S’. Pre- Post Create an illustrated time line of the development of navigation instruments e.g. cross-staff, kamal, hour glass, compass, astrolabe, sextant, chronometer, Global Positioning System (G.P.S.). Describe briefly the strengths and weaknesses of each instrument, how it was used and its role in helping

T and E

Arts

Science

S & E

Information (The Nature of Information)

Arts Skills and Processes Arts Ideas

Earth and Beyond

Place and Space (People and Places)

mailto:[email protected]

9


Learning Area/s

Outcomes

communities that were dependent on sea trade. Reference: http://library.thinkquest.org/C004706/contents/1stsea/nap/page/n-2.html

I.C.P. (All) T, C and C (Understanding the Past)

6 Time Capsule Post Make a time capsule to contain stories, maps, artwork, photographs etc. produced by the students to tell maritime stories about Western Australia. It may be for the future or pretending it has come from the past. Details about how to make a time capsule can be found at our websites: www.museum.wa.gov.au or http://www.museum.wa.gov.au/maritime/ in the Education section.

Most - depending on content and format of items to be placed / have been ‘discovered’ in capsule.

7 Pearling web page Post Develop a web page about the pearling industry.

T and E S & E Science

English

L.O.T.E.

Information (The Nature of Information) (The Creation of Information)

T, C and C (Understanding the Past) Resources (Management and Enterprise) (Use of Resources) I.C.P. (All)

Earth and Beyond Life and Living

Writing Writing

8 Conservation Drama Post Write and act out a sketch about the conservation issues concerning the development of a tourist resort at Maud’s Landing near Ningaloo Reef.

English

The Arts

Science

S & E

Writing (Contextual Understandings) (Conventions) Listening and Speaking (Contextual Understandings) (Conventions)

Arts Ideas (Drama) Arts Skills and Processes (Drama)

Life and Living

Resources (Use of Resources) Natural and Social Systems (Natural Systems)

CR

OS

S -

CU

RR

ICU

LA

R A

CT

IVIT

IES

9 Illustrated Guide to Spices Post Make an illustrated guide, or set up a display about the spices that the Europeans traded in the Indian Ocean region. Provide information in the guide or display, about

The Arts

S & E

Arts Skills and Processes (Visual Arts)

Place and Space Resources

http://library.thinkquest.org/C004706/contents/1stsea/nap/page/n-2.html

http://library.thinkquest.org/C004706/contents/1stsea/nap/page/n-2.html

10


Learning Area/s

Outcomes

what each spice was used for. The Shipwreck Galleries in Cliff Street explore this theme in detail.

Science Life and Living Natural and Processed Materials

10 Photographic Report During-Post At the conclusion of a guided tour, students follow the teacher through the Maritime Museum taking photographs to illustrate an electronic report (produced back at school) describing aspects of their visit. (Teachers will need to mention this intention when booking a guided tour). Alternatively, take photos off our website (http://www.museum.wa.gov.au/maritime/).

The Arts

English

T and E

Arts Skills and Processes (Visual Arts)

Writing (Contextual Understandings) (Conventions) (Processes and Strategies)

Information (The Creation of Information)

LEARNING AREA SPECIFIC

i. THE ARTS


Outcomes

Appropriate Art Form / s

11 Event Performance Post Plan and present a media performance highlighting an event described at the Maritime Museum (e.g. a TV news report could describe the wrecks of the City of York and Carlisle Castle on the same night near Fremantle. Communicate the impact of these losses to the community)

Arts Ideas Arts Skills and Processes

Media, Drama, Visual Arts

12 Sea Creature Soundtrack Pre-Post In groups, create a CD on which music is chosen to suggest different sea creatures. Evaluate the CD of another group after agreeing on the desired outcomes within each group.

Arts Ideas Arts Skills and Processes Arts Responses

Music

13 Maritime Conservation Art Post Generate an art work that promotes maritime conservation (e.g. Whale watching, dolphin safe seafood products).

Arts Ideas Arts Skills and Processes Arts in Society

Media, Visual Arts

14. Ocean Moods Pre-Post In small groups select or create an ocean-themed soundtrack. Choreograph then perform a movement piece capturing the moods of the ocean. Critique own and the performance of others in terms of relevance to task.


Dance, Music, Drama

TH

E A

RT

S

15 Artistic interpretation of Museum During-Post Draw, model or paint events or objects in the Maritime Museum. Works can be literal or interpretive.

Arts Ideas Arts Skills and Processes

Visual Arts

11

16 Environmental Issue Drama Post Collaboratively create and present a dramatic performance about a maritime environmental issue (e.g. an oil spill) ensuring that voice, body and space are utilised to effectively convey meaning. Discuss emotional responses to others’ performances.


Drama

ii. ENGLISH


Outcomes

Aspect (if appropriate)

17 Z-Force Report Post Write an official report of a Z-Force operation using folding canvas boats (folboats) to penetrate enemy defences and destroy Japanese ships in Singapore Harbour with limpet mines (these stick on to the side of a ship).

Reading

Writing

Processes and Strategies (research)

Use of Texts Contextual Understandings Conventions Processes and Strategies

18 A Migrant’s Perspective Post Students write a verse, journal or letter to express the feelings & Experiences of a migrant coming by ship to Fremantle. The piece is then presented orally by the author.

Reading

Writing

Listening and Speaking

Processes and Strategies (research)


Contextual Understandings

19 Interview Post Students compile a list of questions to interview another student about their visit to the Maritime Museum, then summarise the responses. The summary is reviewed by the subject and modifications are negotiated. A report on the interview is submitted.

Reading


Writing

Use of Texts


All

20 A Whaler’s Verse Post Write a poem describing a whale hunt from the point of view of a whaler in an open whaleboat. Students should employ some poetic features (e.g. rhyme, rhythm, alliteration) and state their intended audience.

Writing All

EN

GL

ISH

21 Narrative in Perspective Post Students write a (factual) narrative of the sinking of the Sydney II from the perspective of a sailor on the German raider Kormoran.

Reading

Writing

Processes and Strategies (research) Use of Texts (research)

All

12

22 Oral Presentation Post Present a three minute talk on a theme, story or object described at the Maritime Museum. Evaluate the talks given by other students against outcomes that have been agreed upon by the class



23 Pearling Presentation Post Describe the experience of diving for pearls in the days when hard-hats, canvas suits and lead boots were worn (any format e.g. journal, poem, song, radio / video documentary).

Reading


Writing

Processes and Strategies (research) Use of Texts (research)

All

All

iii. HEALTH AND PHYSICAL EDUCATION


Outcomes


24 Quarantine Game Post Make up a board or card game about the Quarantine displays at the Maritime Museum. Research the pests that can arrive by sea and the diseases that can be carried, or the problems that can be caused by those pests. (e.g. rats carried the plague to Western Australia.) The pests inside the wooden crates at the museum are the Giant African Snail, a rat, a dog carrying rabies, citrus canker, Asian Khapra beetle, moths and imported food products.

Knowledge and Understandings

N / A

25 Circumnavigation Shopping List Pre-Post Devise a shopping list for a solo, non-stop sea voyage around the world. Consideration should be given to food for a balanced diet that would keep for long periods, medical supplies, safety gear, clothing, communication, entertainment etc. Explain why you would need each item.


N / A

26 Water Sports Poster Pre-Post Make a poster encouraging people to participate in water sports to improve their health. Outline a plan of how you would implement these benefits in your life.


Self-management Skills

N / A N / A

27 Put Fish in Your Diet! Pre-Post Investigate the health benefits of including fish in the diet. Outline a plan of how you would implement these benefits in your life.


Self-management Skills

N / A N / A

HE

AL

TH

AN

D P

HY

SIC

AL

ED

UC

AT

ION

28 Maladies on the Sea Pre-Post Research the most common health problems that arose during the journey to the Spice Islands aboard European trading ships in the 1500’s and 1600’s. Collaboratively, in small groups, investigate the causes of these maladies & explain how the illnesses could


Interpersonal Skills

N / A

N / A

13

have been prevented. The Shipwreck Galleries in Cliff Street explore this theme in detail.

iv. L.O.T.E


Outcomes


29 Picture / Description Sequencing Pre-Post Order a series of pictures that depicts the sinking of the Sydney II. In a language other than English, write a brief description for each picture. Alternatively students could write and mix up the descriptions for a partner to sequence or sequence out-of-order descriptions written by the teacher.

Viewing, Reading and Responding Writing

N / A N / A

30 Whaler’s Letter Pre-Post Write a letter describing a whale hunt from the point of view of a whaler in an open whaleboat.

Writing N / A

31 Oral Translation Pre-Post Orally translate a short story read by the teacher on a maritime theme.

Listening and Responding, and Speaking

N / A

32 Interview a ‘Sailor’ Pre-Post Interview another student about life onboard a sailing boat like the Sama Biasa or the Parry Endeavour.

Listening and Responding, and Speaking

N / A

L .

O .

T .

E .

33 Power Point Presentation Pre-Post At the museum, students photograph an exhibit and develop a Power Point presentation at school describing the exhibit.

Viewing, Reading and Responding Writing

N / A

14

MATHEMATICS


Outcomes


34 ‘Log Lines’ and Speed Post In the early 1600’s, speed was estimated using a log line. A log line was a length of thin line attached to piece of wood or “log”. The log was thrown off the stern of a ship to measure speed. The sailor operating the log ran out the line until 30 seconds had been estimated, and measured the amount of rope played out. Knots tied on the rope at intervals (5.2 m) were counted to determine the distance that would be travelled in an hour i.e. the number of nautical miles per hour, or “knots”. Students can test each other’s speed in knots by attaching the end of the log line (string / cord) to the runner’s waist. The runner stops when the student playing out the rope has counted out ten seconds - aloud. The knots played out are then tallied. Each student should run several trials to illustrate the variability that occurs because the time taken to count to ten seconds varies. This will show the kind of inaccuracies that might occur in ship’s navigation. Students could predict and test how many knots should be played out if time count is extended to 30 seconds.

Working Mathematically

Number

Measurement

Chance and Data

Mathematical Strategies Apply and Verify Reason Mathematically

Understand Operations Calculate

Understand Units and Direct Measure Indirect Measure Estimate

Collect and Process Data Interpret Data

MA

TH

EM

AT

ICS

35 Speeding Ships Post Students do calculations involving ship speeds. Here are some examples: • If one knot equals 1.852 km/hr, estimate how long a ship sailing at a speed of 11 knots would take to sail from Perth to Albany. • Working in groups and using loglines, find the speediest group of students by calculating the average speed in knots for each group. • Which ship would reach its destination first: the sail training ship Leeuwin II sailing at 8 knots from Perth to Geraldton or the replica of Cook’s Endeavour travelling at 5 knots from Fremantle to Bunbury?


Number

Measurement


Understand Operations Calculate Indirect Measure Estimate


Outcomes


MA

TH

EM

AT

ICS

36

Compass Bearings Post Teach students how to read a compass and to pace accurately or use a trundle wheel. Have students work with a partner to draw a scale map of the school grounds (or provide younger students with a map). Students then design a treasure hunt or a game where participants have to identify something


Measurement

Space

Mathematical Strategies

Understand Units and Direct Measure Indirect Measure

Represent Spatial Ideas

15

after each stage (like orienteering). E.g. Start at ________on the map 1. Bearing of ___________ - 14 paces 2. Bearing of ___________ - 12 paces etc.

37 Enlarged, Reduced, Distorted Ship Pre-Post Draw a transverse (side) view of a small boat on graph / grid paper. Students then: a) draw another boat twice as long and twice as high b) draw another boat three times as long and the same height as the original c) draw another boat the same length as the one in b), but twice as high d) explain how the boat in c) is like or unlike the original boat. e) flip the boat on a vertical axis

Measurement


Number

Understand Units and Direct Measure

Apply and Verify Reason Mathematically

Calculate

38 Travelling Around Fremantle Post Using a map showing the Maritime Precinct of Fremantle (Including the Cliff Street Shipwreck Galleries, the Round House and Victoria Quay), draw in the location of the Maritime Museum at Arthur Head and photocopy maps for the students.

Students are to find the shortest walking route, and the shortest driving route, beginning at the Cliff Street museum and ending at the Maritime Museum on Victoria Quay.

Students are also asked to find the shortest route that includes a section of Henry Street. Other routes to be found as set by teacher or suggested by students.

Space Measurement

Number


Represent Spatial Ideas Indirect Measure Estimate

Calculate



Outcomes


MA

TH

EM

AT

ICS

39 Sea Trade Post In 2006–07 the estimated value of Western Australia’s mineral and petroleum industry reached $53.4 billion. This represented a 25 per cent ($10.6 billion) increase compared to the previous financial year. These minerals are exported mainly by sea. Accurately graph / chart (line, bar, column, pie) these minerals and the approximate amount of money they produced in 2006-07: (Ref: WESTERN AUSTRALIAN MINERAL AND PETROLEUM

Number

Chance and Data


Understand Numbers Calculate

Collect and Process Data Interpret Data


16

STATISTI CS DIGEST 2006–07)

Students can then summarise findings and / or research the figures for 1996-97, display the information and predict figures for 2016-17.

Exported Mineral

Income Generated (millions)

Petroleum $16400

Iron Ore $15800

Nickel $8000

Alumina $4800

Gold $4100

Salt $228

40 Jon Sanders’ Map During-Post On a map of the world, at the Maritime Museum, students copy the route of Jon Sanders’ historic triple circumnavigation of the globe. At school, students calculate the distance he travelled. They examine the route he sailed and suggest reasons why he didn’t circle the world at the latitude of 60 degrees south.


Space

Measurement

Number


Represent Spatial Ideas

Indirect Measure Estimate

Calculate

v. SCIENCE


Outcomes


41 Ballast for Boats Pre-Post Conduct an investigation into the need for boats to carry ballast (to make boats stable but not too heavy). Students design and make model boats (from plasticine, milk cartons or similar), explore the effect of ballast on boat stability then prepare a report on their findings - to be presented as a written document, Power Point presentation or orally.

Investigating

Energy and Change

Planning Conducting Evaluating

Concepts

SC

IEN

CE

42 Maritime Motion - How and Why Pre-Post Investigate the types of propulsion used by vessels displayed in the Maritime Museum. Describe the energy transformations involved in moving the boats e.g. canoes, yachts, ferries and submarines. Students submit diagrams summarising their findings.

Investigating

Energy and Change

Planning Conducting Processing Data Evaluating

Transfer and Transformation

17

43 Pearlers and ‘The Bends’ Post Pearl divers supplied with air from the surface can suffer from decompression sickness (“the bends”) if they come up too quickly from the sea floor. Prepare a report about “the bends” focusing on the biology of the illness, how it is prevented, and why whales that dive deep, and resurface quickly, do not suffer from it.

Investigating

Life and Living

Natural and Processed Materials

Planning Conducting Evaluating

Structure and Function

Interactions and Changes

44 Pearling Brochure Post Develop a brochure in which a pearl culturing company explains the process of culturing pearls and advertises different types of pearls.

Investigating

Life and Living


Planning


Interactions and Changes

45 Conservation and Chemistry Pre-Post Investigate and report on how chemistry is applied to the conservation of ship wreck artefacts e.g. silver coins, wood, ceramics. A practical demonstration may be carried out.

Investigating Energy and Change Natural and Processed Materials

Planning Transfer and Transformation

Interactions and Changes Structures, Properties and Uses

46 The Whaling Debate Post Whaling is still occurring in Norway and Japan. Use a graphic organiser (mind map, concept map etc.) to summarise the arguments for, and against whaling. Alternatively, students could participate in a debate.

Investigating Life and Living


Earth and Beyond

Planning Interdependence of Living Things

Structures, Properties and Uses

Sustainability


Outcomes


47 ‘Bag Limits’ Post Research and give an oral or multi-media report about changes in recreational fishing restrictions in WA since the year 2000. Explain the reasons for, and consequences of, these changes. Students may wish to focus on one or more species. The Department of Fisheries website is http://www.fish.wa.gov.au/

Life and Living

Earth and Beyond

Interdependence of Living Things

Sustainability

48 Cartesian Diver - Fish and Subs Post Make a Cartesian diver to investigate submarine buoyancy. Relate this to how fish keep themselves sinking or floating. Explain how this principle is used in submarines.

Investigating

Life and Living

Planning Conducting Processing Data Evaluating


SC

IEN

CE

49 Look After the Lobster! Post The Western Rock Lobster fishery is the most valuable

Life and Living Structure and Function Interdependence of

http://www.fish.wa.gov.au/

18

single species fishery in Western Australia. Make a poster / visual display about lobster life cycles and lobster fishing in W.A.

Living Things

50 Compare and Contrast Post Present as a Power Point presentation or an oral presentation with visual aids a report on the relationship between one of the following pairs: -- -Toredo worms and boats; -pirates and Patagonian Toothfish: -ship ballast water and introduced pests: -Customs and ship cargoes.

Life and Living Varied depending on focus of report

51 Model of a Whale Post Individually or collaboratively create and paint a model of one Cetacean (whale) species from modelling clay / wire and papier-mâché / sculpy / plaster. Mount it in a display that contains additional information about the species in the style of a museum exhibit.

Life and Living Structure and Function Interdependence of Living Things Reproduction and Change

vi. SOCIETY AND ENVIRONMENT


Outcomes


52 ‘Claymation’ Re-enactment Post Use simple materials such as plasticine and cellophane to create a short animated video of an event described at the Maritime Museum e.g. Jon Sanders on the huge wave.

T, C and Change Interpretations and Perspectives

53 Maritime Industry Interview Post Students select a company in a maritime industry (e.g. fishing, boat building, whaling, pearling) and interview an employee (by phone, email or face to face) about how technology is used in their industry and ask them to describe the effect of that technology on its operations. Students initially prepare appropriate questions and then, afterwards, compile a report based on the interview.

I, C and P

Resources

T, C and Change

Planning Conducting Processing and Translating Applying and Communicating Findings

People and Work Use of Resources Management and Enterprise

Interpretations and Perspectives

54 Aboriginals and the Sea Post Students make a frieze about Aboriginal people and their relationship to the sea.

I, C and P

Place and Space

Culture

All

All

All

SO

CIE

TY

AN

D E

NV

IRO

NM

EN

T

55 Technology in the Maritime Industry Post Students research changes in technology in a maritime industry (e.g. fishing, whaling, pearling) over time and present their findings in an oral report.

I, C and P

Planning Conducting Processing and Translating Applying and

19

Resources

T, C and Change

Communicating Findings

Use of Resources

Management and Enterprise

56 Wall of Commodities Post Draw a Wall of Commodities (stacked ship containers) identifying some of the cargoes Western Australia trades by sea (live sheep, cars, wool, minerals etc.) The drawings can include scale, 3D or cross-sections depending on the complexity required for assessment.

Natural and Social Systems

Resources

Economic Systems

Use of Resources Management and Enterprise

57 Controversy on the Seas Post Investigate controversial issues involving coastal activities (e.g. whaling by Japan and Norway, coastal tourism developments, live sheep exports) and conduct and analyse a survey to gauge community opinions about these issues.

I, C and P


Resources

Place and Space

All

Economic Systems Political and Legal Systems Natural systems

Use of Resources Management and Enterprise

Care of Places


Outcomes


58 Show That You Care! Post Become involved in a Coast Care project.

Place and Space

Active Citizenship

Care of Places

Ecological Sustainability

59 Recreation on Our Waters Post Research and compare graphically the forms of recreation relating to the ocean and rivers today and in the past.

I, C and P

Place and Space

Culture

All

People and Places Personal, Group and Cultural Identity

60 Map the Changing Face of Fremantle Pre-Post Research the effect of Fremantle’s geography on the Fremantle settlement and shipping between 1829 and 1910 and present the findings as a series of annotated maps.

I, C and P

T, C and C

Resources

Place and Space


All

Understanding the Past

Management and Enterprise

All

Economic Systems

SO

CIE

TY

AN

D E

NV

IRO

NM

EN

T

61 Fish ‘Fashion’ Post Prepare an illustrated report about how the way we perceive fish has changed from a “poor man’s “ food to convenient (fish-fingers) to trendy (sushi) to medically beneficial (Omega 3)

T, C and C Continuity and Change Interpretations and Perspectives

20

62 America’s Cup & Freo’s Facelift Post 1 Contact an established business in Fremantle and interview a business owner about the effects of the America’s Cup on Fremantle.

T, C and C

Resources


Continuity and Change Interpretations and Perspectives

People and Work

Economic Systems

vii. TECHNOLOGY AND ENTERPRISE


Outcomes


63 Whaling Industry Post Develop a web page or multi-media presentation about the whaling industry. Students can choose a global view of whaling right through to a particular country to research. Reasons for, products and consequences of whaling should all be considered.

Information

Materials

Technology Process

The Creation of Information

The Selection and Use of Materials

Investigating Devising Producing Evaluating

64 Mungah Model Post Build and test a simple model of an Aboriginal fish trap (Mungah) and describe how it was used by the Aboriginal people to conserve fish stocks.

Materials Systems

Information

Technology Process

The Nature of Materials The Selection and Use of Materials

All

The Creation of Information

All

65 Oh - Flag It! Post Devise a naval flag code and send a nautical message to another ‘ship’ with it.

Information

Systems

The Nature of Information The Creation of Information

The Nature of Systems

66 Attention all Sail Makers! Post Design and produce a sail that can be used to propel a person on roller blades or on a skateboard. Criteria can include manoeuvrability, speed over a set distance.

Technology Process

Systems

All

All TE

CH

NO

LO

GY

AN

D E

NT

ER

PR

ISE

67 Do-It-Yourself Equipment Post Describe the homemade objects aboard the Sama Biasa and explain how the objects were used (toothpaste lamp, fishing spear, tyre shoe, coconut

Technology Process

Materials

Systems

Investigating

The Nature of Materials

The Nature of Systems

21

and bamboo shark rattle).

68 Jon’s Board Game Post Make a board game based on Jon Sanders’ triple circumnavigation of the globe.

Technology Process

Materials

All

The Selection and Use of Materials

69 Australia II’s Keel Post Make a model of the keel of Australia II and produce an accompanying diagram (labelled) which explains how the wings provided lift.

Technology Process

Materials

All

The Nature of Materials

D. ACTIVITIES FOR UPPER SCHOOL STUDENTS Many of the activities in this guide can be elaborated to suit upper school curricula. Several activities best suited to Year 11 and 12 students are: Arts – Activity 11 English – Activity 21 Science – Activities 45 and 47 Society and Environment – Activity 57 Technology and Enterprise – Activities 66 and 69 E. CONTACT US For other activities tailored to your curriculum needs and booking enquiries: -Email [email protected] -Phone 9431 8455 -Fax 9431 8490 -Web http://www.museum.wa.gov.au/maritime/edu/education.asp F. USEFUL SITES - A guide to underwater archaeology - www.pophaus.com/underwater/

- Australian War Memorial - http://www.awm.gov.au/

- Beach culture - http://amol.org.au/discovernet/tales/beach.asp

- Coastcare - http://www.coastcare.com.au/

- Fisheries - http://www.fish.wa.gov.au/

- Fishing in Australian waters - http://www.insideindonesia.org/edit46/elliott.htm

- Fremantle Ports - http://www.fremantleports.com.au/

mailto:[email protected]

http://www.pophaus.com/underwater/

http://www.awm.gov.au/

http://amol.org.au/discovernet/tales/beach.asp

http://www.coastcare.com.au/

http://www.fish.wa.gov.au/

http://www.insideindonesia.org/edit46/elliott.htm

http://www.fremantleports.com.au/

22

- Greenpeace – http://whales.greenpeace.org/whaling/IWC.html

- Institute of Marine Archaeological Conservation - http://imacdigest.com/what.html

- Immigration - http://www.immi.gov.au/

- Kidsnet: Seaweb - http://kidsnet.org/seaweb/overview.html

- Lighthouses - http://www.lighthouse.net.au/lights/index.asp

- Pearling - http://www.gem.org.au/pearl.htm

- Rowing - http://www.rowingwa.asn.au/

- RAN in WWII - http://www.ww2australia.gov.au/waratsea/HMASsydney.html

- Whaling - http://www.whaleworld.org/

- Yachting WA - http://www.wa.yachting.org.au/

- Z Force - http://www.diggerhistory.info/pages-battles/ww2/z_force.htm

http://whales.greenpeace.org/whaling/IWC.html

http://imacdigest.com/what.html

http://www.immi.gov.au/

http://kidsnet.org/seaweb/overview.html

http://www.lighthouse.net.au/lights/index.asp

http://www.gem.org.au/pearl.htm

http://www.rowingwa.asn.au/

http://www.ww2australia.gov.au/waratsea/HMASsydney.html

http://www.whaleworld.org/

http://www.wa.yachting.org.au/

http://www.diggerhistory.info/pages-battles/ww2/z_force.htm

WESTERN AUSTRALIAN MARITIME...

Documents

Transcript of WESTERN AUSTRALIAN MARITIME...