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-