emr presentation

by shanell7
Last updated 5 years ago

Discipline:
Science
Subject:
Environmental Studies
Grade:
3

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emr presentation

Early Fitzmaurice Street, Wagga Wagga (Around the 1930's)

Virtual Tour of Fitzmaurice Streethttps://www.google.com.au/maps/place/Fitzmaurice+St/@-35.103841,147.368813,3a,90y,336h,90t/data=!3m4!1e1!3m2!1ssffZu6cr5G7vEUbD6Dnzog!2e0!4m2!3m1!1s0x6b189986576237c3:0x7b14f7ec4d633a3f!6m1!1e1

Teaching Strategies 1. incorporating visual arts into HSIEThorughout the unit, elements of visual arts are present in several lessons. The students are given opportunities to practice skills of photography, drawing and collage work which effectively engage the class and allow each individual to present their creative side in learning. Photography is used in the third lesson which is the field trip to Fitzmaurice Street, where students are asked to use their creative eye in finding the perfect shot of the street to use as their comparison and contrast photo. The photo is then taken and used in their final two lessons, where they are to use the past and present and predict the future look of the site. The students final piece is a photo timeline that consists of photos from the past and present and then a drawing or collage is created that perceives the future image. These activities give authentic learning experiences to the students and show great links to understanding change and continuity within our local communities. 2. Game based learning By intergrating game based learning activities, students are highly engaged and willing to get involved and get excited about their learning. An illimination ball game is used in two of the lessons that encourages students to draw upon their newly found knowledge to continue in the game. The game requires students to sit in a large circle and pass around a ball, when the ball stops at a student, they must state something they had learnt throughout the lesson in a certain amount of time or otherwise they are illiminated. The game effectively allows students to re-visit facts and ideas that were explored in each lesson and also express their knowledge to the rest of the class. The use of game based learning also reinforces the learning of the lesson in a fun and positive enviornment where constructive and joint learning is key.

Local Histories in HSIE

History of Fitzmaurice StreetThe city of Wagga Wagga was first discovered by Captain Charls Sturt, George Mcleay and six others. They discovered the land after sailing down the Murrumbidgee River in one of their expieditions in 1829. Settlement sooned followed the discovery and in 1849, Wagga Wagga was proclaimed a town. The population of the town substantially grew over the years in a rapid manner, where in 1881 the population reached almost 4000. Fitzmaurice Street is located just off the South end of the Murrumbidgee river and was developed as the central street within the new town. The street has changed dramatically over the years but continues to be recognised as one of the main strips within central Wagga.

How Fitzmaurice Street is incorperated to my unit For my chosen history unit, change and continuity was the main curriculum concept, with a focus of Fitzmaurice Street and also an included cross curriculum priority of Aboriginal and Torres Strait Islander history and culture. To begin the unit, students are introduced to the concepts and information behind colonisation and settlement wthin Australia. They are asked to consider the perspectives of the Aboriginal people that inhabited the land before the British invaded. As the students begin to empathise and view various perspectives of the time, Fitzmaurice Street is introduced as a focus of inquiring about the past and the present. By incorperating a field trip to the site in one of the middle lessons, students are able to make connections between their outside world and school world to gain authentic learning experiences. The change and continuities of the street remain the central idea throughout the unit and the conclusion consists of asking students to utilize the knowledge they have gained over the weeks to predict how change and continuity will affect the street over the next 50 years and draw their prediction.

Overview of the unit The history unit that was chosen is centered around the curriculum concept of change and continuity, with the extra focus of Aboriginal and Torres Strait Islander history and culture. The first few lessons are guided exploration, where the students discover the ideas of colonisation and settlement within Australia. The students learn to empathise and view different perspectives; for example the perspectives of the Aboriginal people at the time of colonisation. The next couple of lessons involve the focus of Fitzmaurice Street as their local historical site. An excursion to the street is used in the unit to give students a deep understanding of the concept of change and continuity and utilize the inquiry process that is used throughout the whole unit. The final lessons give students the opportunity to showcase their understanding of the concepts that were explored over the past weeks and create what they believe Fitzmaurice street will look like in 50 years time. This final activity encourages students to use their new understanding of change and continuity and produce a future street that is incorporating knowledge of change and also continuity in regards to continuing Aboriginal culture in the street and preserving historical buildings such as the court house that was first built in the early stages of the street development.


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