Michael Webb 18803659: EDUC8501 Integrated Studies from K-7: Society and Environment Focus: Assessment 1: 21 August 2012

Waarom niet West-Australisches Nederlands spreken? - Year 4. Purpose

The purpose of this unit of work is to develop Year 4 students historical skills as they relate to: the sequencing of historical people and events; the identification and classification of historical sources; and the identification of different points of view. This instructional focus is within the context of the development of students historical knowledge and understanding relating to the exploration and impact of the Western Australian coastline by European mariners (Hartog, Pelsaert, De Vlamingh, and Flinders) over the period 1626 to 1801. Specifically, students will consider the inquiry question of Waarom niet WestAustralisches Nederlands spreken? (Why dont West Australians speak Dutch?). By considering the contrasting examples of Dutch and British exploration, students will develop an understanding of the differences in the motives of world explorers, and then consider the consequences of these intentions for indigenous people. The selection of this learning theme allows for a number of integrations across curriculum areas (literacy and numeracy) and cross curriculumpriorities (Aboriginal and Torres Straight Islander histories and cultures).

Knowledge and Understanding

History: Students will use primary (De Vlamingh plate, wreck of the Batavia) and secondary sources (Hartog plate replica, Flinders diary, various internet sources, and the replica of the Dyufken) to support their inquiry into European exploration of the Western Australian coastline. Students will express their knowledge through being able to compile and present virtual timelines of either Hartog or De Vlaminghs voyage. In addition, students will demonstrate their knowledge by preparing and presenting virtual, multimedia museum boxes, describing the voyage of Flinders, and focusing on the reasons for his commission. Finally, using primary resources located within the WA Museums Katta Djinoong exhibition, and transcripts of Flinders journal, students will be describe the different perspectives of Aboriginal people and Flinders in their encounter at King George Sound in 1801. Literacy: Students will know how to use comprehension strategies and information literacy strategies to build content knowledge in the area of history, demonstrating this knowledge through planning (including the use of internet search engines), rehearsing and presenting learned content to the class. They will also demonstrate their comprehension by forming inferential questions in response to a wide variety of text types, including reports, historical fiction, and graphical novels. Mathematics: Students will know how to use scales, legends and directions to interpret maps, demonstrating this knowledge by preparing an annotated map, and associated written summary of an imagined explorers voyage. In addition, students will understand that the likelihood of a future event occurring can be influenced by a prior event. This understanding will be expressed through the creation of dynamic story models and texts, using the Tinkerplots data visualization package. Students will understand that an angle is formed by the intersection of two lines or line segments, and this angle can be compared to a right angle. They will demonstrate this knowledge by building a physical, and then virtual sun dial. Finally, students will express their understanding that fractions can have equivalent representations, and that mixed numerals are equivalent to improper fractions, through running a spice market where the unit of currency is a part of a whole unit.

Skills and General Capabilities

Skills History: Students will be able to sequence historical people and events (Hartog/Pelsaert/De Vlamingh/ and Flinders, leading eventually to the establishment of the Swan River Colony); Students will be able to identify primary and secondary sources in information to support their historical inquiry (Hartog plate/De Vlamingh plate/ Batavia hull/ Diary of Flinders / Internet sources/ and the Duyfken replica); Students will be able to locate information from within teacher provided secondary sources; Students will be able to identify different points of view relating to the motives for European exploration (Dutch/British), and the impact on Aboriginal people of the establishment of either the King George Sound (1826) or Swan River settlements (1829); Students will be able to use a range of communication and representational forms (oral, graphic and written) and digital technologies (Timetoast; Wallwisher; Boolify; and Scribd) to demonstrate their skills, and express their understanding. Skills Literacy: Students will be able to plan and present learned content; Students will be able to use comprehension strategies to infer meaning across a variety of text genres, for the purposes of entertainment, and to support their inquiry; Students will use a range of software to construct, edit and publish multimodal texts; Skills Numeracy: Students will use scales, legends and directions to interpret and construct maps; Students will represent situations where the chance of an event is dependent on the occurrence of a prior event; and Students will solve problems involving equivalent fractions in the context of an historical system of currency (Pieces of eight). General Capabilites ICT Focus: Students will be able to plan, locate (using the Boolify search engine), retrieve and organize information in meaningful ways. Students will be able to use ICT effectively to record ideas, represent their thinking and plan solutions (through their use of Wallwisher). Students will be able to establish secure accounts for approved online environments (Wallwisher, Timetoast, and Sribd).

Michael Webb 18803659: EDUC8501 Integrated Studies from K-7: Society and Environment Focus: Assessment 1: 21 August 2012 English
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Society and Environment

The journey(s) of at least one world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078) Identify sources (ACHHS083)

Mathematics
Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094) _________________________________ Investigate equivalent fractions used in contexts (ACMNA077) _________________________________ Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089) Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)

Sequence historical people and events (ACHHS081)

Guided Reading Sessions 1 and 2: Mutiny on the Abrolhos. (ACELY1692), (ACELY1697) Students will take part in two, guided reading sessions, using the text Mutiny on the Abrolhos (Butterworth and Groom, WA Museum, 1987). The focus of the sessions is on forming inferential questions in response to the text. Following the guided reading sessions, students would prepare inferential questions for posting to a Wallwisher discussion wall. These questions would then be categorised and sorted as a whole of class discussion activity on the IWB. The resulting organiser would form an antecedent to the shipwreck museum excursion. Dramatisation of The Batavia Saga. (ACELY1689) Students will rehearse, perform and record a production of the play The Batavia Saga by Susan Groom (Mutiny on the Abrolhos, WA Museum, 1987). Guided Reading Sessions 3, 4, and 5: Stragglers Reef. (ACELY1692) Students will take part in three, guided reading sessions, using the text Stragglers

The story of the Batavia.(ACHHS083) Part 1: Building our virtual TWLH on the Batavia: Following on from the literacy guided reading sessions 1 and 2, students will work as individuals to upload their inferential question/s to the W section of a virtual TWLH (Think I know, What I want to know, What I learnt, and How I learnt it) chart, constructed using Wallwisher. They will also attach one fact that they obtained from the text Mutiny on the Abrolhos to the T section of the class chart. This prior knowledge and these facts will be sorted on the IWB, in order to form a list of investigation questions for the Fremantle Shipwreck Museum excursion. Part 2: Excursion to the Fremantle Shipwreck Museum: Students will undertake an excursion to the Batavia exhibition and the Hartog and De Vlamingh exhibitions at the Fremantle Shipwreck Museum. Students will bring a digital camera to share between pairs. Students will also be provided with a list of class determined inquiry questions regarding the Batavia and a questions relating to the key facts of the Hartog and De Vlamingh expeditions. Part 3: Completing our virtual TWLH on the Batavia: Students will upload photos and text to the L section of the TWLH chart. This will then be discussed and sorted as a whole of class. Finally, the L section will be resorted around the principles of primary versus secondary sources of information. This later resort will then be summarised under the H section of the TWLG under the headings of use of primary and secondary resources.

Identify different points of view (ACHHS085)

Maths Investigation 1: Dynamic Story Machines/Measuring the angle of the suns rays. (ACMSP094) ACMMG090) (ACMMG089) Part 1: Students will visit the Duyfken replica in Fremantle. The purpose of the visit is to provide students with a th concrete representation of the life of a 17 century VOC sailor. During the visit, students will consider the importance of accurate measurement in early navigational techniques (together with their limitations), and familiarise themselves with the daily experiences of sailors, and the purpose of the VOC voyages. Returning from the Duyfken, students will visit the Cottesloe sundial to gain an appreciation of the use of the sun for time keeping. Using a Primary Connections Investigations Planner, students will identify what changes, what can be measured, and what remains constant in a sundial. Part 2: Students will use Tinkerplots data visualisation software to build models that generate varying sequences of events, identified by students as likely to occur during an th expeditionary voyage in the 17 Century. Students will initially discuss these events, identifying the mathematical concepts that link the likelihood of chance of events to prior event outcomes. Part 3: Students will write a narrative representation of one of the voyages, generated by their Story Machines. The

Michael Webb 18803659: EDUC8501 Integrated Studies from K-7: Society and Environment Focus: Assessment 1: 21 August 2012
Reef (Forrestal, Fremantle Arts Centre Press, 2001). This text, an exemplar of the historical fiction genre, is based around the wrecking of the ship Lancier, in Gauge Roads on 28 September 1839. The text includes transcripts of a report on the wrecking by Fremantle ports Chief Pilot, to the Harbour Master. The focus of the sessions would be on forming inferential questions in response to the text. Guided Reading Sessions 6 and 7: The mostly true story of Matthew and Trim. (ACELY1692) Students will take part in two, guided reading sessions, using the text The mostly true story of Matthew and Trim (Golds, Puffin, 2005). This text, an exemplar of the graphic novel genre, is based on the story of Flinders circumnavigation of Australia. The focus of the sessions would be on forming inferential questions regarding the purpose and form of illustration within the text. Presentation of museum box 1 (Flinders voyage Formative assessment focus): (ACELY1689)Working in pairs, students will rehearse and present their digital museum box. Virtual comprehension session: Flinders and Baudin: Ill-starred Captains (Summative assessment focus). (ACELY1692) Students will take part in one, virtual reading comprehension session using one of Flinders journal entries, contained in Flinders and Baudin: Ill-starred Captains (Brown, Fremantle Press, 2008, p.167-168). In this particular entry, Flinders describes his expeditions encounters with group of Aboriginal people in King George Sound. Students would read the text within the Scribd application, annotating discussion questions for subsequent class discussion. Presentation of museum box 2 (Different perspectives Summative assessment focus): (ACELY1689)Working in pairs, students will rehearse and present their digital museum box. Hartog and De Vlamingh.(ACHHS081) Part 1: Drafting a timeline: Students will use information gathered from the Shipwreck Museum excursion to draft a timeline of either Hartog or De Vlaminghs voyages, using the Timetoast application. Part 2: Introduction to Boolean search engines: Students will view a webinar to introduce them to effective internet search techniques. They will then write a list of key search terms to use in the Boolify search engine. These will assist them to find secondary sources of information to complete their Timetoast timelines of Hartog or De Vlaminghs voyages. Matthew Flinders. (ACHHK078), (Summative assessment of (ACHHS081) and (ACHHS083)) Part 1: Primary and secondary sources: Students will use their internet search skills to identify multimedia (text and image) secondary sources relating to Matthew Flinders circumnavigation of Australia (1801-1803) on the HMS Investigator. Working in pairs, students will present their multimedia materials as a museum box . Students will identify whether the selected multimedia resources represent images of primary, or secondary resources. One face of the museum box will be required to address the question of Why Flinders was commissioned to map Western Australias coastline?. Part 2: Sequencing events: Students will extend their existing Timetoast timelines to include key dates and discoveries relating to Flinders voyage. This will include embedding hyperlinks to relevant internet sources. (ACHHS085) Part 3: Different perspectives 1: Students will use the results from the virtual comprehension session (Flinders and Baudin: Ill-starred Captains, p.167-168) to form inferential questions about the behaviours of King George Sound Aboriginal people that Flinders records in his journal entries. These questions will be posted to a Wallwisher page, to be sorted and discussed at a whole of class level, using an IWB. Part 4: Different perspectives 2: Students will visit the Katta Djinoong Exhibition at the Perth Museum. The exhibition provides an overview of continuing Aboriginal culture in Western Australia, with a particular focus on the impact of European settlement on Aboriginal groups. Students will bring with them the inferential questions, together with digital cameras for recording primary and secondary artefacts. writing will include an orientating paragraph, descriptions of the problems encountered, exhibiting appropriate sequencing words, and end with a resolution. Part 4: Students will build their own version of a primitive sundial. They will then use their Primary Connections Investigation Planner to record the length of the shadow and height of the stick, together with the time of day (using a.m. and p.m. notation). Students will then commit their data to a Tinkerplots database, with these forming the basis of a whole of class discussion regarding patterns, evident in the data. Finally, students will write a short recount, ensuring that they use correct notation for both length and time. Part 5: Students will build a virtual sundial using the Geometers Sketch Pad application to represent their previous investigation stage. Here, the focus will be on understanding the nature of the angles formed by the shadow as the sun tracks through the sky. Students will compare these angles to right angles, and propose an explanation for the absence of a shadow (at midday). Maths Investigation 2: Pieces of eight. (ACMNA077) Part 1: Students will set up a spice market, and then trade goods, using paper coins (origami circles), that they will fold (using basic origami) into eighths. This reflects the practice of VOC traders who used Spanish galleons (readily accepted in East Asia; nb: replica galleons can be obtained from the Fremantle Shipwreck Museum), stamped with an imprint of eighths on the back. Each market place had a clipper who would literally cut out 1/8 of each coin as the minimum denomination. Students will explore part/whole concepts and equivalent fractions as they keep a tally of their bank balance, counting in 1/8ths, s, s and whole units. Part 2: Students will write a reflection, describing the difference between the pieces of eight currency system, and the modern decimal system. Students will also write a reflection on the relationship between the number of folds in the circular paper, and the resultant fractions.

Michael Webb 18803659: EDUC8501 Integrated Studies from K-7: Society and Environment Focus: Assessment 1: 21 August 2012
Part 5: Different perspectives 3: As the summative assessment activity for this sub-focus, students will work in pairs to prepare a second museum box presentation. Here, the presentation will include images taken during the Katta Djinoong exhibition visit, together with their responses to the inferential questions regarding the Aboriginal response to Flinders arrival. Maths Investigation 3: Mapping an explorers voyage. (ACMMG090) Part 1: Using an A3 sheet, marked with 1cm grid lines, students will design their own world map, taking care to include a country of origin, and a country of exploration. They will then mark a route, taken by an imagined explorer to the destination country. They also record on the map a representation of a compass, and write a brief recount of the explorers voyage in terms of the direction headed at each stage of the voyage. Part 2: Students will then need to choose a scale for their map, representing this as a ratio between two standard units of measurement (cms to kms). Finally, students will use a string line technique, and a square counting technique, to estimate the distance travelled by their explorer. Students will end the investigation by writing a brief description of their explorers voyage, including the estimated travelled distance, and how they determined this estimate.