Integrated Unit Outline

7/27/2019 Integrated Unit Outline

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Unit Plan Outline

Lasse Teranen

Maria Lelekakis

Andrea Holliday

Summary Table

The Unit of Work Year 9 - The Making of a Nation with a focus on

Marvellous Melbourne.

The Key Question What would you have done differently in the design and

development of Melbourne if you were a decision maker

from 1890 1910?

The Domains

History

Historical Knowledge and Understanding

Living and working conditions in Australia around the turn

of the twentieth century (that is 1900)(ACDSEH090)

Identifying the main features of housing, sanitation,transport, education and industry that influenced living

and working conditions in Australia

Describing the impact of the gold rushes (hinterland) onth d l t f M ll M lb
http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACDSEH090http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACDSEH090http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACDSEH090http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACDSEH090


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the development of Marvellous Melbourne

volume of right prisms(ACMMG218)

Data representation and interpretation

Identify everyday questions and issues involving atleast one numerical and at least one categorical

variable, and collect data directly from secondary

sources(ACMSP228)

Cross-curriculum

Priority

Sustainability

InterculturalUnderstanding

Chinese immigration at the time of the gold rush

ICT components ElectroCityhttp://www.electrocity.co.nz/Game/game.aspx

Glogster

http://www.glogster.com

Assumptions Students will be involved in three classes of one hourduration each week. There will usually be a double period

each week.

All students have access to a mobile device.

There are no restrictions (time or money) on out of school

excursions etc.
http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMMG218http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMMG218http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMMG218http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMSP228http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMSP228http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMSP228http://www.electrocity.co.nz/Game/game.aspxhttp://www.electrocity.co.nz/Game/game.aspxhttp://www.glogster.com/http://www.glogster.com/http://www.glogster.com/http://www.electrocity.co.nz/Game/game.aspxhttp://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMSP228http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMMG218


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What would you have done differently in the design and development of Melbourne if you were a decision

maker from 1890

1910?

Lesson Key

Knowledge

/ Topic

Teaching Activities Resources

1 Introduction

to the unit of

work.

Introductionand brief

discussion of

the

summativeassessment.

- Introduce the integrated unit to the students.- Inform them that the assessment at the conclusion of this unit will be a research piece, completed in small groups,

which will address this question in some way. Discuss with students how they should begin forming some of their own

questions about the topic and where they would like to do further research. Some class time will be allocated to thisinquiry work. The final assessment piece will need to be presented to the class.

Review the

Gold Rush

Timeline activity.

- Place a dates and pictures of various relevant items around the room (eg 3 December 1854, gold nugget). Hand outcards to the students with an event or a fact on it. The students need to research where their card fits on the wall, eg 3December 1854 is Eureka Stockade, melting point 1064oC is gold.

- Once all cards are placed, go through as a class and discuss.- Students should then take their event or topic and find out five key facts and two questions.- These key facts should be entered onto a class wiki, then shared verbally with the class. The questions should be

discussed. They will be useful for the teacher to direct further learning. They may also be useful to students for their

unit assessment.

The

properties ofgold

Students investigate gold in small groups. They are able to pick their own question the teacher should also provide some

suggestions:- Why was gold formed in the area around Ballarat?- Why is gold so valuable?- What are the special properties of gold?- What is the price of gold today? What was the price of gold during the gold rush? What could that amount of money


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buy you then vs now?

- If you cashed in your gold in 1854, calculate what would it be worth today using compound interest.- What is gold used for?- How was gold mined? How sustainable and environmentally friendly was this process?

2 The Chinese

on theGoldfields

Statistical analysis.

Provide students with ABS data from 1854 1921 that outlines the number of Chinese in Australia. Provide a worksheetwith statistical analysis and historical perspective problems. Have students work in pairs. Include the following questions:

- What percentage of the population of Victoria did the Chinese represent?- What is the meaning of half-caste? What does the use of this term on government documentation tell you?- Find your own data on the numbers of Chinese in Australia today.- Is there a group of immigrants to Australia that are encountering similar issues today?- How would you have handled Chinese immigration differently?

2 Wrap up of

gold rush

period

Provide students with poems, bush ballads and images from the era. Give them quiet time to reflect on these items.

Ask them to respond to any/all of this data with a poem, ballad or image of their own.

3 We move toMelbourne

1890 - 1910

Time capsule activity.Students are provided with a simulated time capsule from 1890. Give them time, in small groups, to explore and discuss the

items. Then discuss as a class what the items are. Have students research any questions they might have.

Provide students with the following activity:

- Why do you think these items were chosen? What do they represent?- Build a virtual time capsule for 2013. What have you included and why? Create a glogster poster that will then be

presented to the class.

4 Education

Melbourne

1890 - 1910

Visit from Ripponlea

An actor from Ripponlea visits the classroom. She is the mother of the house and taught her children during this period.

Students will participate in a lesson with this actor as though they are students of the period.

Follow with a class discussion about how the lesson, its format, discipline etc differ from today. What parts do they prefer

now? What do they wish was like it was in that period?

5 Housing

Melbourne

1890 1910

- Upper

Class excursion to Ripponlea

Ripponlea is a house completed during this period, and built with money earned from the gold fields. Students will

participate in an organised tour of the home and surrounds, and will also be taught by actors in period costume to reflect

the manner in which education was delivered at the time.


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classes Following the tour, students will be asked to complete a journal, imagining that they are one of the children living in

Ripponlea at the time. They should think about and discuss what a normal day would look like. How did they use their

house? Who lived in the house? How does it compare to today?

6 Housing Melbourne

1890 1910- Lower

classes

Housing Improvements and sustainabilityProvide students with a floor plan of a typical working class cottage from the time. Provide information as to number of

people living in the cottage, measurements etc.Have students draw the floor plan of their house (with measurements) to compare.

Students should then calculate the area of both houses, and then work through some problems such as the average number

of people per square metre.

Next discuss things such as the absence of town sewerage, electricity, etc. What problems could these issues create socially

and health-wise?

How does your house compare to the 1890s house for sustainability? What sustainability improvements could be made tothe 1890s cottage? What sustainability improvements could be made to your house? Where would you prefer to live and

why?

7 Sanitation Use an historical perspective to describe the events that led to the development of the Melbourne sewerage system and

Western Treatment Plant.o What would people have done with their waste including their rubbish, recycling and sewage?

Use digital resources to help students gain a sense of what it was like to live in Melbourne during these times.

View the video The urinal is an introduction to early Melbournes human waste problem and the events that lead to the

design and building of the sewage system and Western Treatment Plant. See The urinal,

http://museumvictoria.com.au/learning-federation/video-temp/melbourne-story-videos/urinal/

Follow up the video with the Student worksheet: Melbourne to Smellbourne and how it cleaned up its act. Ask students to

work in pairs, to read texts and create a timeline by organizing events into a chronological order using cues in the text.

Extension activitiesHow did the life of Aboriginal people differ from that of the Europeans who settled Melbourne?

Find out more about a waterborne disease such as typhoid and diphtheria.


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8 Previsit Activty to Western Treatment Plant

Introduction to Melbournes sewerage system and the role of Melbourne Waters Eastern and Western Treatment Plants.

Define terms used in the sewage treatment industry, identify items and substances that are introduced to the sewerage

system, create a flow chart of sewage treatment processes and calculate average daily volumes of annual sewage flow.

Individually, students draw a plan of their house (using ICT if available) and label it to show where connections aremade to the sewerage system. Ask them to identify the different items and substances that are introduced to thesewerage system. Encourage students to research and note the chemicals that compose the waste (e.g. laundry

detergents contain water softeners, surfactants, bleach, enzymes, brighteners, fragrances, and many other agents).

As a class, combine the lists of substances to make a master list. Classify the items as contributing to greywater orblackwater. Try and classify whether they are organic or inorganic chemicals. The class decides how thisinformation can be displayed in a clear and concise manner and each prepares their list.

Discuss with the students facts such as that the major component of sewage is water (more than 95%) and thattreatment involves the separation of the 5% of other materials from it. Discuss how these materials may affect the

environment if they are not removed during the treatment process.

A list of items that might end up in the sewerage system and their effect is available athttp://melbournewater.com.au/content/sewerage/melbournes_sewerage_system/help_keep_our_sewers_clean.asp .

Students take their lists with them on their visit to the treatment plant and identify where these materials aretreated and removed during the purification process.

9 Excursion to Western Treatment Plant

Students collect pictures from the Treatment Plant Explorer that illustrate different stages of sewage treatment anduse them to prepare a flow chart that outlines the processes at the plant. Ask them to label their flow chart with

descriptions of what happens at each stage of the treatment process using 30 characters or less.

Students locate their school in Google Earth. (Google Earth will need to be downloaded fromwww.google.com/earth/index.html. Students use the measuring tool to determine the schools dimensions and

then calculate its area. If Google Earth is not available, students can physically measure their school grounds


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dimensions to calculate the area.

Use the following data for students calculations. In 2010/11, of a total of about 325,308 megalitres (ML), or 325gigalitres (GL), of sewage treated by Melbourne Water, the Western Treatment Plant treated 60% and the Eastern

Treatment Plant 40%. (Note: 1 megalitre (ML) = one million litres, one gigalitre (GL) = one-thousand million litres.)

Students determine the annual sewage flow for the treatment plant they are visiting and calculate average dailyvolume. Using the area of th e school ground calculated previously, they determine the depth that that volume of

water would be if it was contained within their school grounds, assuming the grounds are level. For example, for a

school with an area of five hectares, the average daily throughput of the Western Treatment Plant would equate to aheight of about nine metres. Relate this height to physical features in the school or local area, such as sportsgrounds

or shopping centres.

10 Post Visit Activity: From the sewer to the glass

The Western Treatment Plant treats some sewage to Class A standards, making it suitable for the irrigation of human food

crops and cattle production, but not suitable for use as drinking water. To take this further and make water suitable for

direct human consumption, further treatment is necessary. Investigate the processes necessary to treat water to a standard

sufficient for human consumption, experiment to demonstrate osmosis, and debate whether Melbourne should use suitablytreated effluent to augment its domestic water supply.

ActivityPurifying effluent: Students view the video of Singapores NEWater system atwww.water.siemens.com/en/videos/water-

recycle-reuse/Pages/kranji-water-reuse.aspx(approximately seven minutes duration) to identify the steps used to purify

their treated sewage effluent for human consumption. Students then use the information gained to produce a flow chart

describing the process.

What is osmosis?: Students conduct an experiment using potatoes to demonstrate osmosis. They extend this knowledge to

explain the process of reverse osmosis and how it can be used to remove mineral and biological contaminants from treatedeffluent. Further information is available in Student worksheet: potato osmosis.

Debate: Students form teams to research and debate the question: Should Victoria use recycled water to augmentMelbournes domestic water supply?

11 Transport Class Excursion to Tramway Museum, Bylands Vic

Students spend the day learning about the history of Melbournes most famous mode of transport. Students to take down


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information on how the introduction of the tram network to late 19th century Melbourne changed how people moved

around the city and opened the city and suburbs up. Students asked to bring cameras along and present an annotated digital

photo experience of their excursion. Students will also calculate distance from central hubs to end stations, use this to

estimate travel times 100 years ago, and compare these to listed travel times on Melbourne Trams website today.

12 Industry Inner city industry

Student will research what the main industry that existed in main inner city suburbs of Collingwood (flour mill, distillery,tan and leather manufacturing), Richmond (match factory, engineering works, piano makers, manufacturing), North

Melbourne (some residential expansion for a growing city, minor local factories), Carlton (residential, home to artisans and

clerks, tailors, carpenters, builders, iron founders), Fitzroy (manufacturing food, drink, household goods, building

material) and Footscray (ammunition factory, brick making, meat canning) were at the turn of the century. Students will

work in groups, with each group to cover one of the above suburbs. Each group will conduct online research and compile a

report on the industrial make-up of their respective suburb, and contrast it with their understanding of what the suburblooks like today. Students will use online mapping tools to locate their suburb, identify the main industrial streets or regions

at the turn of the century, and compare that to what landuse occupies these regions today. Students to explore the concept

of whether industry is a sustainable use of land in inner city suburbs.

13 City of

Contrasts

Use a historical perspective to describe how Melbourne has taken form from a small settlement to a vibrant city since 1840.

o What would Melbourne have been like before European settlement?

o What was life like growing up in the 1880s?

Focus students thinking on housing, streets and buildings, and how these may differ from today.

Use digital resources to help students gain a sense of what it was like to live in Melbourne during these times.

View clips of early Melbourne to discuss lifestyle and what it might have been like to live in Melbourne in the early 1900s:

Use digital resources to graph the rate of population growth over the last century in Melbourne compared to other major

cities in Australia, also including industrial cities such as Newcastle, Wollongong and Geelong.

Students discuss if the economic growth of the past influenced population growth and also make predictions for the mid-

century.

14 Building aCity

Previsit Activity

Compare the modern Melbourne skyline to the CBD that was built in the turn of the 20th Century. What would you do

differently and why?

Research buildings or structures that were built in Melbourne in this era describing what their intended use was and


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determine if this has changed over time.

Create your own city using the following web link:

http://www.electrocity.co.nz/Game/game.aspx

15 InvestigateMelbourne

buildings

Melbourne CBD Maths trail:

Architectural Fragment: Outside the State Library is the bluestone sculpture Architectural Fragment by Victorian sculptor,

Petrus Spronk. Inspired by the facade of the State Library, the sculpture was commissioned by the City of Melbourne in

1992 as the first of a number of street sculptures in Swanston Street. The basic triangular pyramid shape of the sculpture is

constructed from steel, with the Port Fairy bluestone slabs bolted and cemented into place.

Activity: Students will need to apply the Pythagoras Theorem to determine the type of triangles the see as well as calculate

the area and length

St Pauls Cathedral: The arches and windows of St. Pauls Cathedral have designs constructed from circles and polygons.

These geometric designs originated in about the 12th century in the Gothic architecture of cathedrals and churches inEurope. The equilateral triangle and the square gave rise to many designs based on three and four circles or arcs,

symbolising the Trinity and the four Gospels. In later Gothic architecture, patterns were often based on f ive, six, seven oreight circles.

Activity:

1. Look at the windows along the Flinders Street and Swanston Street sides of St. Pauls

Cathedral. List all the regular polygons that are used as the basis of circle patterns.

2. Use pencil, ruler and compass, or computer dynamic geometry software such as Cabri

Geometry., to construct an equilateral arch and one of the trefoils or quatrefoils.

Melbourne Town Hall:

If the radius of the semicircle is R, the radius of the inscribed circle is R/2.Length of semicircular arc = Circumference of inscribed circle = SR

It can be shown that the area of the inscribed circle is half the area of the semicircle.

Smaller tangent circles can be included to produce a different design. If the radius of the semicircle is R, the radius of each of

the two small tangent circles is R/4). If the radius of the semicircle is R, the radius of the inscribed circle is R/2. Length of

semicircular arc = Circumference of inscribed circle = SR. It can be shown that th e area of the inscribed circle is half the area


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of the semicircle. Smaller tangent circles can be included to produce a different design If the radius of the semicircle is R , the

radius of each of the two small

tangent circles is R/4.

Activity:If the radius of the semicircle below is R, show that the area of the circle is half the area ofthe semicircle.

Summative

Assessment planning

and

organisation

Group presentation on selected topic

Students are placed into groups of 3 or 4 and amongst them decide on a topic from the previous three weeks which they

would like to investigate in depth. Students should try to engage a variety of ICT techniques (Powerpoint, photo imagery

slideshow, data in spreadsheet format, video clips, online survey creation, google maps, links to online resources) to create a

15 minute presentation for the rest of the class on their chosen topic. The presentation will be primarily assessed oncreative and varied content, delivered in appropriate ICT based mediums, with emphasis on how living and working

conditions in Melbourne have changed over the course of 100+ years, and what changes students would have liked to have

seen implemented earlier in the citys history.

SummativeAssessment work inclass

Groups are allocated some class time to work on their group assessment. They should use this time for collaboration andalso to consult with their teacher as required.

Summative

AssessmentPresentation

Groups present their assessment to the class. Class members will evaluate these presentations, in addition to the teacher.

Documents

Integrated Unit Outline