river boy program - brewongle environmental … environmental education centre stage 3 history –...
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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-