KLAs - History and Geography

Topic Rivers more than just

water

Stage 3 Year 6

Rationale
I have chosen to focus the study of this topic around the local river in our area, the Lane Cove River and comparing and contrasting with Rivers more
broadly. I have focused primarily on the local area as Catling (2013) explains that when children are able to connect and relate with a topic they are
likely to be more engaged. It is expected that most children in the school have visited the river and the national park it is in part situated in, it is
anticipated that this will engage students in the topic and assist them in relating. By incorporating the aboriginal history and providing opportunity to
visit local historical remains, I am encouraging the awareness of the students to the fact that history is all around them and can be drawn from various
sources (BOSTES, 2015).
Water is central to human survival and is what sets our planet apart from all others in our solar system. Water is also biblically significant. Water is at
the beginning of creation, Genesis 1: 2, before even day and night there was water. Water is also central to many bible stories where it was sometimes
used to destroy, such as in the story of Noah, Genesis 7: 21; used to heal, such as in the healing of the blind man, John 9:6; used to demonstrate Gods
power, for example when Jesus calmed the storm in Matthew 8: 26 and continues to be symbolic of Gods blessing through baptism.
Water is also a key resource that can be overly abundant or scarce depending on seasons and location and is of significant environmental and social
importance globally. The availability of water and its use, particularly from rivers, is a current social and political issue that is regularly discussed in
general media globally and is an issue that should be of interest and concern to all Christians.
Rivers globally have performed a variety of roles historically and are currently facing many of the same issues. By researching 3 rivers in different
locations students are being encouraged to look at the similarities as well as exploring the cultural influences that have influenced the way that rivers
are impacted by students.
In line with a constructivist approach there is a mix of group work and individual projects designed for students to engage with the topic and direct and
shape their own learning, this will assist them in gaining a better understanding of the information (Leonard, 2002).
There is a mix of activities through the unit to engage students with different learning styles. Assessments also vary between group and individual and
are of different formats, this is to provide all students an opportunity to be assessed in ways that are best suited to them in addition to ways that will
extend them.
Allowing students to explore the history of their home will contribute to the development of their own identity and appreciation of their local history.
In recognition of the digital age and the significance of ITC in the future of our students, both generally and specifically in Geography and history, ITC
is incorporated in different ways through the topic. This is also in acknowledgement of Puenteduras SAMR Model (Puentedura, 2013). The inclusion
of a computer game is essentially an extension activity at Puenteduras transformational level that all students will be engaged with it. The game is an
excellent resource and reinforces the delicate balance that rivers face and is designed to help prepare students for the final task.
Through the activities in the topic students will be demonstrating a range of activities from the NSW History Stage Statements for stage 3. These

include: describe and explain different experiences of people living in the Australian colonies and then in Australia as a nation; Students sequence
events and people in chronological order, and represent time by creating timelines and Students develop texts, particularly narratives and descriptions.
As Noddings (2005) explains the education of the whole person through incorporating subjects together will help students see connections and reduce
the fragmentation that students experience. Thus this topic while specifically integrating History and Geography also incorporates outcomes from other
KLAs.
Duration
This topic is designed to be taught over 9 lessons with each lesson designed to be about one hour. This topic can be taught over a 10 week period or 5
weeks with 2 lesson per week. In week 5 students should also use allocated computer time to work on their ITC presentation.
Behaviour Management:
Focus of behaviour management will be on praising and thanking for good behaviour.
Minor issues will be tactically ignored and compliance of other students praised.
If issue persists non verbal cues will be given followed by a calm behaviour refocus direction if required.
Class rules will be reminded at start of session if students appear they may have forgotten them this or last session.
If students are off task they will be redirected to task calmly and positively.
NSW Syllabus Outcomes:
History
ACHHK094. The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of
inhabitants (including Aboriginal and Torres Strait Islander peoples peoples) and how the environment changed.
ACHHK095. The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade,
internal exploration, the advent of rail, the expansion of farming, drought.
ACHHK097. The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers,
humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples.
Geography
CUS3.4 Examines how cultures change through interactions with other cultures and the environment.
ENS 3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act
in an ecologically responsible manner.
ENS 3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.

SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities.
Maths
MA3-13MG A student uses 24 hour time and am and pm notation in real-life situations, and constructs timelines.
English
EN3- 1A. A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language
forms and features
EN3- 2A. A student composes, edits and presents well-structured and coherent texts.
Outcomes

Lesso
n

Content

Resources

Assessment

ENS 3.5
ENS 3.6

Our Local River The Lane Cove River

Individually students create a mindmap of the Lane Cove river and the
settlement of the north of Sydney.
Brainstorm on Smart Board what students know about Lane Cove River.
Discuss who has been there and what they did there
As a class sort information into related categories such as Recreation,
National Parks / management, Location, Vegetation etc
Locate lane Cove River on Google Maps, look at tributaries and entrance.
Individually create a map of northern Sydney marking the lane cove river.
Label natural and man-made features including tidal limit (at Weir),
mangroves, bridges. This will be used later in the topic.
Extension activity - http://catchmentdetox.net.au/play-game/. Students can
continue to play the game throughout the topic when an activity is completed
early.

Smart Board
map of river showing weir and key
features
Copies of Map Appendix 1

Preassessment
of
knowledge
of the local
area and
river

CUS3.4
ENS 3.6
ACHHK094
ACHHK095
MA3-13MG

Aboriginal and Early Europeans interactions with the Lane Cove River
Brainstorm on Smart Board what students know about Lane Cove River
what they know about the Aboriginal inhabitants of the area and the early
settlement of the suburbs around the Lane Cove River.

Smart Board
Useful webpages for student
research.

Formative
Assessment

http://www.australiannationalparks.com/newsouthw
ales/LaneCove/default.htm

Introduce students to the clans of the Guringai people.

Create a map as a class with boundaries of the tribes.
Show video introducing northern Sydney Aboriginal heritage sites.
In pairs research and create a timeline documenting the changes that have
been made to the river and briefly summarise why or how the changes
occurred. Show digital timeline as example for students who need assistance.

http://www.ryde.nsw.gov.au/About+Ryde/Historic+
Ryde/Aboriginal+History
http://www.lanecove.nsw.gov.au/Community/About
LaneCove/Pages/AboriginalHeritage.aspx
http://www.aboriginalheritage.org/history/history/
http://www.khs.org.au/local/lindfield.html
http://www.nationalparks.nsw.gov.au/visit-apark/parks/Lane-Cove-National-Park/Learn-More
http://khs.org.au/local/kuringgai.html

http://www.environment.nsw.gov.au/estua
ries/stats/LaneCoveRiver.htm
ACHHK094
EN3- 2A

Aboriginal and Early Europeans interactions with the Lane Cove River
(Continued)
Finish timeline in pairs.
Individually write a newspaper article (using Fodey) about one of the
changes to the river from the perspective of someone living at the time of the
change.

Computers for student use

ENS 3.5
ENS 3.6

NSW Rivers
On blank maps of NSW Students should colour and label ten rivers that they
have been to or would like to visit.
Introduce students to the Darling River as an example of the research.

Copies of Map Appendix 2

http://waterinfo.nsw.gov.au/drr/
Darling River Fact Sheet
Appendix 3

In groups of 3 research a NSW river. Include the major details of the river
including location, original Aboriginal inhabitants, first European settlement,
major towns/ cities it goes through, major impacts humans have on it, length,
width at various points etc. The information will be presented to the class by
the group for 5 minutes, groups should use the IWB for the presentation eg
prepare a Prezi or PowerPoint to accompany their presentation with images.

Useful websites for student

research
http://www.australia.gov.au/aboutaustralia/australian-story/austnrivers-with-regulated-flows
http://splash.abc.net.au/home#!/me
dia/1436428/river-of-the-snowymountains-diverted
http://www.aussieeducator.org.au/r
eference/famousaustralians.html#a
ust

ACHHK094
ACHHK095
CUS3.4

Summative
Assessment

5
6

Research and preparation time

Class presentations

ENS 3.5
ENS 3.6

Rivers around the world

Using a blank map on the Smart Board, as a class name and locate as many
rivers from around the world as they can.
In pairs research the key features of a world river. Include the environmental
pressure that the river may be facing and the impact humans have had upon
it.
Create a poster in pairs with the key features.

ENS 3.5
ACHHK094
ACHHK097

ENS 3.5
ENS 3.6
CUS3.4
ACHHK094

Excursion to Lane Cove River and visit to Kukundi.

Opportunities to see the fish ladder in the weir, aboriginal historic sites at
Carters Creek and the stone kitchen from the original Jenkins homestead.
These sites should be added to the maps created in week 1.
At Kukundi students can meet volunteers who care for native bats and their
important role in the environment.
Students can take photos to use in the final activity for the topic.
Rivers near and far, compare and contrast.
Create a table to compare and contrast the history and geography of the 3
rivers you have studied Lane Cove River, another NSW river, famous river
from around the world.

ENS 3.5
ENS 3.6

Marking Rubric Appendix 4

Formative
Assessment

ACHHK094
ACHHK095
ACHHK097

CUS3.4
EN3- 1A

Blank map on IWB

Poster paper
Books on famous Rivers from
school library. Eg Habitats of the
World Vol 6 (The Nile).; The
Amazon; The Ganges;
Useful websites
http://www.britannica.com/EBchec
ked/topic/415347/Nile-River
http://www.sciencekids.co.nz/scien
cefacts/earth/amazonriver.html
http://splash.abc.net.au/home#!/me
dia/526567/damming-the-yangtze

Summative
Assessment

Students should include the impact of humans historically and currently and
consider the future of the rivers.
ENS 3.5
ENS 3.6

EN3- 2A

10

What can I do?

As a class watch the Merri Creek video on Splash.
Individually write a letter to the editor of the local newspaper OR create a
brief video explaining why the Lane Cove River should be protected and
how each individual can contribute to helping it. Students can use photos
from their visit to Lane Cove to accompany their letter or as props for their
video.

Evaluation
What worked well?
What did not work so well?
What should be done differently next time?

http://splash.abc.net.au/home#!/me
dia/153188/to-save-a-sad-creekcalled-merri
Appendix 5 Marking Rubric
http://www.streamwatch.org.au/str
eamwatch/

Summative
Assessment

Appendix 1
Map of Sydney Waterways

Appendix 2
Blank map of NSW Rivers

Appendix 3
Darling River Basic Facts
Flows from Darling Downs in Queensland through NSW to join the Murray at Wentworth, near the Victorian border.
Length 2739m
Flows generally South West
Flows through the traditional lands of the Ngemba and Barkindji people.
River became a highway after being successfully navigated in 1859 from the Murray to Brewarrina.
Travels through Bourke, Brewarrina,
Significant Aboriginal site Brewarrina Fish traps Estimated to have been used for 40 000years to catch fish by indigenous Australians.
Bourke
European History
First Discovered by Charles Sturt in 1829.
Early settlement in 1830s by Major Mitchell who built a stockade 35km downstream of Bourke
surveyed for a town in 1869
if you know Bourke, you know Australia" (Henry Lawson 1882). Henry Lawson lived in Bourke when he was 25

Appendix 4
Marking Rubric Class presentation
Developing -1 point
Information
Located and recorded a lot of
information that did not directly
relate.
Sharing information Points were made with minimal
detail.
Information was mostly relevant.
Presentation had minimal structure.
ICT
Voice and audience
engagement
Teamwork
Overall

Accomplished 2 points
Located and recorded information that
was covered most of the topic.
Points were made with sufficient detail
across all areas.

Support material was not very

effective.
Presenter spoke relatively clearly
with some audience engagement.

Presentation was clear and showed

some organisation.
Support material showed evidence of
effort and was somewhat effective
Presenter spoke clearly and fluently and
engaged audience.

Some demonstration
Demonstrated limited understanding
or engagement with topic

Good demonstration
Demonstrated some understanding and
engagement with topic.

Exceeded 3 points
Located and recorded information that
was relevant and covered all areas of
the topic.
Points were expanded well across all
areas.
Presentation was well structured and
well organised.
Support material was very effective
and suitable for the presentation.
Presenter was expressive and fluent
with good audience engagement and
use of ICT.
Excellent demonstration
Demonstrated good understanding and
engagement with the topic.

Appendix 5
Marking Rubric Letter to the Editor / Video
Developing -1 point
Historical
Demonstrates some historical
significance
significance understanding
Ecological
Shows some understanding of the
responsibility
ecological responsibility of
individuals

Accomplished 2 points
Explains some historical significance.
Shows good understanding of the
ecological responsibility of individuals

Exceeded 3 points
Explains historical significance with
examples
Shows excellent understanding of the
ecological responsibility of individuals

Practical actvities

Provides some practical examples of

what individuals should not do.

Provides some examples of what

individuals should do and should not
do.

Broader
Environmental
issues
Global linkages

Made some linkages to broader

environmental issues that may or
may not be relevant
Made some linkages to broader
global water / river issues that may
or may not be relevant
Appropriate style for intended
audience

Linked to broader relevant

environmental issues.

Provides examples of what individuals

should do and should not do and
references groups that are currently
working towards these.
Good linkages to relevant broader
environmental issues

Linked to relevant global water/ river

issues.

Good linkages to relevant global

water/ river issues.

Presented well for intended audience

Excellent presentation that showed

consideration of audience

Presentation

References:
Board of Studies, Teaching and Educational Standards, NSW. (2015). The History K-10 Syllabus. The Board of Studies NSW. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/
Catling, S. (2013). Introducing National Curriculum Geography to Australias primary schools: lessons from Englands experience. Geographical
Education. 26. 29-41.
Grey, M. (2000). The shape of the human home a response to Professor T Gorringe. Political Theology, 2(3), 95.
Leonard, D. C. (2002). Learning Theories, A to Z. Westport, Conn: Oryx Press.
McConnell, T. C. (1981). Moral Absolutism and the problem of hard cases. Journal Of Religious Ethics, 9(2), 286.
Noddings, N. (2005) What does it mean to Educate the whole Child? In Educational Leadership, 63: 1, September, 8-13.
Puentedura R. (2013, January 7). Technology In Education: A Brief Introduction [Video file]. Retrieved from https://www.youtube.com/watch?
v=rMazGEAiZ9c