teacher resource - city of greater geelong · web viewword wall concept familiarise students...

MY GEELONGTeacher Resource

MY GEELONGNATIONAL WOOL MUSEUM: TEACHER RESOURCE

About the ProgramGet ready to share an adventure with some furry travel companion and travel through the Museum searching for stories of early settlers in our region, from farmers to photographers, inventors and mayors. The visit will conclude with making an old-time toy to take home.

The National Wool MuseumAt the National Wool Museum, you will discover why fleece from Australia's sheep was at the heart of our economy for nearly 200 years. Since the arrival of sheep with the First Fleet in 1788, the wool industry has dominated our economy, our agriculture and our reputation as a quality wool-growing nation throughout the world. Geelong is a city synonymous with wool and the wool industry – sheep farming began here in 1835 and the first of

many woollen mills opened here in 1868. For many years the city was known as the 'wool centre of the world'. Two hundred years later, in 1988, the National Wool Museum was established as Australia’s only comprehensive museum of wool. Our core galleries include information, displays and hands-on activities following wool from the sheep’s back to the clothes rack. Visitors see, hear, smell, and feel the wool as it changes from raw fleece to become a finished fabric. They can explore the re-created homes of a shearer and mill worker from days past. Visitors also have the opportunity to see our 1910 Axminster Gripper Carpet Loom or the 1960s Komet Knitter in operation. As well as telling the Australian story of wool, the Museum has two temporary exhibition galleries that deliver an exciting annual program of changing exhibitions. Every year the Museum hosts exhibitions brought in from some of Australia’s leading cultural institutions on topics including dinosaurs, maritime discoveries, toys, dangerous animals and outer space. These are supplemented by Geelong-focused exhibitions produced in-house and telling stories that are unique to this region, and textile exhibitions.

Education ConceptsExploring a museum is a great way to model life-long learning, the process of questioning and seeking answers as you engage with a particular environment. Independent of gathering specific curriculum content, the museum provides a training ground for learning skills development. The information and tools within this kit have been divided into four broad skill categories, each identified with one of the icons listed below:

Knowledge and Understanding

- What do I already know?- Fact gathering

Thinking- Asking questions

Communication- Sharing questions and

answers

Application- Making connections

and creating next steps


Curriculum Connections: HistoryFoundation – Level 2Key Inquiry Questions

How was family life changed or remained the same over time What remains of the past are important to the local community? Why? How have changes in technology shaped our daily life?

Key Content Identify examples of continuity and change in family life and in the local

area by comparing past and present (VCHHC056) Identify the significance of a person and/or place in the local community

(VCHHC057) Differences and similarities between students’ daily lives and

perspectives of life during their parents’ and grandparents’ childhoods (VCHHK061)

The history of a significant person or building in the local community and what it reveals about the past (VCHHK063)

The significance today of an historical sit of cultural or spiritual importance (VCHHK064)

Levels 3 and 4Key Inquiry Questions

How has our community changed? What features have been lost and what features have been retained?

What is the nature of the contribution made by different groups and individuals in the community?

Why did the Europeans settle in Australia?Key Content

Describe perspectives of people from the past (VCHHC068) A significant example of change and a significant example of continuity

over time in the local community, region or state/territory (VCHHK073) Stories of the First Fleet, including causes and reasons for the journey,

who travelled to Australia, and their experiences and perspectives following arrival (VCHHK080)


Museum MannersPlease share this information with all supervisors assisting with your excursion and with your students before arriving at the Museum.

1. Use your walking feet. We want to make sure both you and our artifacts stay safe.

2. Use your indoor voice. We want everyone to be able to hear and interact during the visit, including our other visitors.

3. Touch only what you are invited to touch. Your Museum Leader will tell you when it is okay to handle an object or display.

4. Stay with the group. We don’t want you to miss out on anything.

5. No food or drink in the galleries (this includes lollies and chewing gum). If you would like to have a snack or lunch break during or after your program please speak to our booking officer about options.

6. Photographs, personal recordings, and video are permitted in the galleries unless your leader tells you otherwise (some travelling exhibitions may have special restrictions).


KEY VOCABULARYArtefact Artefacts are objects made by people that provide evidence of

past cultures, institutions or people. An artefact can be a primary source – it was made at a particular point of time (time of event) and can be used as evidence of particular technological abilities, practices, materials use, cultural values, occupations and so forth at the period.

History The study of past events, relating to human affairs(people).

Interpret To explain the meaning/significance of an item or idea.

Memory Something remembered from the past – fact, event, experience, person.

Museum(Definition from The International Council of Museums)

A museum is a non-profit, permanent institution in the service of society and its development; open to the public; and acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study, and enjoyment.

Perspective A point of view; a particular view relative to the position of the viewer

Primary Source(definition from Libraries and Archives Canada)

Original first-hand accounts are called primary sources because they are the first evidence of something happening, being thought or said. They are created at the time of an event or very soon after. These sources are often rare or one-of-a-kind. However, some primary sources can also exist in many copies if they were popular and widely available at the time that they were created.The following can be primary sources: diaries, letters, photographs, art maps, video and film, sound recordings, interviews, newspapers, magazines, published first-hand accounts or stories.

Secondary Source**(definition from Libraries and Archives Canada)

Second-hand, published accounts are called secondary sources. They are created after primary sources and they often use or talk about primary sources. Secondary sources can give additional opinions (sometimes called bias) on a past event or on a primary source. Secondary sources often have many copies and are found in libraries, schools or homes. The following can be secondary sources if they tell of an event that happened a while ago: textbooks, biographies, published stories, movies, art, music recordings, etc.

Significance(Collections Council of Australia Ltd (2009) Significance 2.0)

The importance of an item to a particular museum or collection, including all the facets of an item that contribute to the story that the item tells. Significance may alter over time in accordance with changes in communities, culture, politics, etc.


PREPARING TO VISITPart of the excitement of a museum lies in it being a physically distinct space compared to the ‘traditional’ classroom. A museum visit should spark questions, inspiration, new perspectives and creative responses. To make the most of this experience the visit must be embedded in the classroom. Expectations, ideas and experiences should be discussed before and after visiting.

TALK ABOUT MUSEUMS

Activity 1: Class discussionConcept: Introduce students to what a museum is and why they are visiting Suggested talking points:

What is a museum? What is an artefact? Why do we collect? Do you have a collection? What is a good question? (observations/text/labels)

Eg. What is the artefact? When was it made? What is it made from? What is a great question? (making connections)

Eg. What do we use now to perform the same task?Eg. Why did the maker choose these materials?

How can we find the answers to our questions?

Brainstorm: Key questions to think about during your visit Where will you look for this information? What type of information are you

looking for? How will you record this information? What you expect to see/hear/experience during your visit?

Other sources: Within the classroom try practicing the “Juicy Questions Game” and

“Hands-off” activities suggested by Exploratorium the museum of science, art and human perception, www.exploratorium.edu/partner/give

Review Museums & Learning: A guide for family visits for more ideas on making the most of museum visits, www2.ed.gov/pubs/Museum/index.html

Suggested Books to Read:Memory Bottles. By Beth Shoshan, illustrated by Katie Pamment (2004). ISBN: 978-1-84539-459-2The Museum Book. By Jan Mark, illustrated by Richard Holland (2010). ISBN: 978-1-4063-1972-9 Arthur and His Curiosity. By Lucinda Gifford (2016). ISBN: 9781-7600-68387

Do you save things to help you remember? E.g. souvenirs and photographs from trips. What do we remember? How do we remember? What sort of experiences, like smell, can help us access these memories?

http://www.exploratorium.edu/partner/give

http://www.questacon.edu.au/sites/default/files/assets/outreach/travelling-exhibitions/perception-deception/assets/images/can-you-make-up-a-memory-930h.jpg%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


Activity 2: Class projectConcept: Introduce students to museum intepretationDirections: Organise a ‘knick-knackatory’ display in your classroom. Have each child bring in a small object to display of interest to them (at this point there are no explanatory labels). A knick-knackatory is a collection of small, trifling items or ornaments.After visiting the Museum add some organization and interpretation to your display. Create an object label for each item to share key information and to help guide your visitors through your display – name, materials, date, significance, owner, etc. As a class decide if a single story can be told with all these objects – what links your exhibit together? Think about the overall message you want your classroom display to convey. Can the display be rearranged to more clearly tell the story? AS an extension, create a class catalogue, numbering each object, its key message, and outlining the ‘big picture’ of your display.

Other resources: Smithsonian Centre for Education and Museum Studies, Creating a

Classroom Museum, www.smithsonianeducation.org/educators/ lesson_plans/collect/crecla/crecla0a.htm

Museum Box, http://museumbox.e2bn.org/about/

Activity 3: Historic Time - My ClockMaterials:

1 clock template / student (p. 8) 1 paper fastener / student Ruler and pencil

To construct the clock:1. With a pencil divide the clock into 12 sections (12 o’clock to 6 o’clock;

1o’clock to 7o’clock; etc.)2. In the period between 12 and 1, write one important thing that happened

in the first year of life (eg. learned to walk). In the period 1-2, write at least one important thing that happened in the second year, and so forth. Optional extension: Fractions – life events can be placed in approximately the correct position in each segment. For example, if a student learned to speak at 9months, the statement would be written ¾ of the way through the segment.

3. Continue until your current age. Optional extension: each segment can be coloured a different shade or colour.

4. Cut out the clock face and hands. With a paper fastener attach the hands to the middle of the clock. Optional extension: Structure the class day around the clock. Select class activities that connect to some of the milestones students have noted for that period of their life (show-and-tell; journal writing; balance activities to remind them of learning to walk; etc).

http://museumbox.e2bn.org/about/

http://www.smithsonianeducation.org/educators/%20lesson_plans/collect/crecla/crecla0a.htm

http://www.smithsonianeducation.org/educators/%20lesson_plans/collect/crecla/crecla0a.htm


Alternate structure: Instead of a personal clock, the 12 segment format could be used to trace the 12 months of the year. The focus remains on understanding the time passing and events occurring in the past.


WHAT DO I KNOW ALREADY? Activity 1: Fill a SheepConcept: Establish students existing knowledge relating to wool, its production and its use. Some of the characters they will meet worked in the wool industry.Materials:

Sheep template for each student (p. 10) Magazine, flyers, colouring materials

Directions:1. Distribute sheep templates to students. In small groups, give

students 5 minutes to think of all the different parts of a sheep they can find at home. (eg. meat, blanket, sheepskin, handcream, etc.)

2. Fill the sheep template with words or images (cut pictures from magazines) relating to the parts of a sheep we use and the products we create from sheep/wool materials.

3. After 5-10min of small group work share ideas as a class. How many different products can students come up with?

Activity 2: Dress the shearerConcept: Introduce children to the link between occupation and clothing.Materials:

Shearer template (p. 11) Scissors

Colouring materials Glue sticks

Directions:1. Discuss what people do and how they are dressed. For example, a

fireman and cook do not dress the same. Why do different people dress differently?

2. Look at pictures of shearers: they wear moccasins to keep their feet flat on the floor and help them not slip; they wears trousers with two layers of fabric on the front to protect their legs; they wear a singlet, because it is hot work, with a long tail to cover their back when they bend over.

3. Distribute character template to each child. Colour and decorate your character and their clothes. Cut and paste the clothing in the correct spot.

Activity 3: Innovate / InventConcept: Introduce students to ‘innovation’ and ‘invention’; and some of the products that have resulted when imaginative Australians faced challenges.innovate: to make changes to an established idea/process/object by adding a new idea/process/object; invent: to create or design something entirely newMaterials: Pencil, paper, internet accessDirections:

1. Challenge students to think of Australian inventions or innovations. Introduce Geelong examples like Toynes Rotary Clothes Hoist (invention) and the “Ute” (innovation). http://australia.gov.au/about-australia/australian-story/austn-inventions has some great links.

2. Have students explore at home for items or ideas that are ‘Made in Australia.’

http://australia.gov.au/about-australia/australian-story/austn-inventions


3. Share lists in small groups. How many items did students have in common? How many items were invented/ developed in Australia? In groups, choose one item to investigate further. Visit the Museum to learn about early wool-related developments like the mechanical shears and the Kelpie.

NATIONAL WOOL MUSEUM: TEACHER RESOURCE


ENGAGING WITH YOUR VISITStudents can explore the Museum following your program.

SELF-GUIDED EXPLORATION

Students need time to familiarise themselves with their environment and to orient their interests in the space. Allow a few moments in each gallery, of free wandering before introducing an activity or leading question.

SEARCH AND RECORD

Vary how you search for information and experiences in each gallery, but be involved in this search to motivate and model for students.

Suggested activities: Semi-structured tour using dice and Spark! Cards to give students some

control of tour direction and activities. Primary students (Gr. 1-3) – ‘I Spy’

(colour/shape/texture/material/size/use) this can be done as an oral activity or using the activity sheet found at the back of this resource pack.

Junior students (Gr. 4-6) – group questioning (challenge to find the answer) student tour guides (prepare content information in advance, when a relevant object is found, be the expert and interpret for your classmates)

Intermediate students (Gr. 7-8) – search for objects related to prior knowledge, be the curator and interpret for classmates when a relevant artefact is found; career identification, what jobs support the exhibit you are touring/what goes into preparing an exhibition?

Senior students (Gr. 9-VCE/VCAL) – teacher/program leader will act as a resource person, students should be able to explore and identify targets independently.

YOUR PROGRAM

Before arriving at the National Wool Museum students should be given a brief overview of the building and exhibits they will be seeing. If you will be focussing on a particular theme or display encourage students to generate questions and goals before arriving to shape their visit.

For the My Geelong program sample character content notes will help you get started.


REFLECTING ON YOUR VISITWithin a few days of the excursion provide students with an opportunity to respond to their visit. This will reinforce information gained and improve the long-term recall of this experience.

Activity 1: Collections What is a collection? What defines a collection? Do you collect? Watch the video Spark. www.youtube.com/PhilaCulture What do you think

the speaker means by ‘making history’ when he says “people make history every day”?

Do you feel you have “made history”?Activity 2: Grow a Museum

Turn your knick-knackatory into a museum. You can vary the sophistication of this activity based on the age and abilities of your students. Have each student create a label for their object – name, materials, date, significance and owner. As a class, decide if a single story can be told with all these objects – what links your exhibit together? Can the display be arranged more clearly tell the story? A class catalogue could be created by numbering each object, providing a picture of the item and outlining the ‘big picture.’

Some resources to create a classroom museum – physically or virtually:

Educational Virtual Museums Developed Using Powerpoint http://christykeeler.com/EducationalVirtualMuseums.html (great how-to resource for students to create their own virtual museum).Museum Box, http://museumbox.e2bn.org/

Activity 3: Suitcase StoryCreate a suitcase exhibit about yourself or a chosen theme. Use pictures to tell your story. If you were going to tell the story of your day, your life or of a typical child in modern Geelong what items would you put in your suitcase? Use the suitcase template. Cut around the outside of the suitcase and fold in half. Cut images from magazines, newspapers, advertising flyers, or your own family photographs to fill your suitcase with the clothes and other items that you need. Paste the images to the inside of the suitcase. Alternative Suitcase:Create a suitcase for Geelong. What landmarks, people, stories, objects, or other items would help to tell Geelong’s history? What could be included in the suitcase to extend the story back beyond 1835? What does Geelong need to be prepared for the future? (template p. 19)Optional Resources to extend discussion: Glynis clacherty (2008). The Suitcase Stories: Refugee Children Reclaim Their Identities

http://museumbox.e2bn.org/

http://christykeeler.com/EducationalVirtualMuseums.html

http://www.youtube.com/PhilaCulture


Activity 4: Historic Time - My Clothes

The time travelling characters that you met were all dressed differently. Can you

remember what was different in their clothing? To reinforce the idea of historic time have each student create a timeline with a chain of paper dolls. Include at least 4 generations and dress

each generation in an iconic outfit (for example, 1940s the doll might wear a uniform to identify WWII a major event of the period; 1850s dress

the person as a miner to represent the gold rush). Use books and the internet for

inspiration. Books by Ken Arnold are a good starting point (eg. Fashions 1910-20).

RESOURCES

PRIMARY

I Spy Worksheet (p. 16)

5 Senses Object Memory Game (p.17)

Word Wall (p. 18)

Suitcase Template (p. 19)

SPARK! Cards (pp. 19-23)

JUNIOR

I Spy Worksheet (p. 16)

Perspective Cartoon Strip (p. 20)

Suitcase Template (p. 19)

Thaumatrope (p.21)

SPARK! Cards (pp. 22-26)

INTERMEDIATE/SENIOR

Perspective Cartoon Strip (p. 20)

Geodesic Sphere (pp. 27-30)

Thaumatrope (p. 21)

This made me stop and look again

This had movingparts

This was my favourite thing

This had a triangleI did not know what

this was

5 Senses

MY GEELONG

Touch the object. Make a list of all the descriptive words you can think of.

Smell the object. Make a list of all the descriptive words you can think of.

Listen to the object. Does it make any noise? Can it be used to make any noises.

List sounds associated with the object.

Look at the object for 30 seconds. Draw what you can remember.

Using at least five words from your sensory descriptions become the object and tell your story. Who made you? Where do you come from? How were you used?

21

Think about the object. How might it taste? Does it remind you of any tastes? List taste

words associated with the object.


WORD WALLCONCEPT

Familiarise students with some of the vocabulary they will encounter at the National Wool

Museum.

MATERIALS

A4 sheet of paper for each student Colouring materials (crayons, markers, etc) Dictionary Key word list (relevant to particular program) A4 sheet of paper

DIRECTIONS

4. In a class discussion, invite students to share any words they can think of relating to museums or memory items. Discuss simple definitions for these terms and explain that students will encounter many new words during their excursion. Expand the brain-stormed list with terms from the Key Word list (p. 5).

5. Assign each student one word.

6. Have students find their word in a dictionary and create a simple definition in their own words. Or, distribute the definitions from the Key Word list and students can work from these to produce their own definitions.

7. Distribute paper and colouring materials to students.

8. Fold A4 sheet in half length-wise.

9. Lift the flap and write the definition on the inside.

10. Use pictures and creative lettering to write the word in a way that illustrates its meaning on the outside face.

11. Post these words on a classroom bulletin board.

Extra words that students encounter during their visit to the National Wool Museum may be added to the wall following their excursion.

Your Name Here


THAUMATROPECONCEPT

The Thaumatrope works because the first picture seen by the eye and sent to your brain is still in your brain when the second picture arrives in the brain. Your brain sees both pictures as one picture putting the two together. Good introductory activity to talk about perspective and believing what you see – this can lead into a discussion of primary sources and first hand accounts.

MATERIALS

Thaumatrope template String

DIRECTIONS

1. Draw a picture on each side of the circle. Remember to work the image on one side must be the opposite way up to the one on the other side.

2. A few ideas:

A bald man on one side and his wig on the other

A lady on one side and a beard on the other.

A whale on one side and boat on the other. Draw the boat in a position where it will be in front of the whale being chased

3. Punch a hole on each side of the card in the marked circles.

4. Tie a loop of string on each side of the circle.

5. Roll the string back and forth between your thumb and first finger to make the circle spin.

6. The two images will become one!

7. Can you think of a way to wind the string and keep the thaumatrope in constant motion?

.


SPARK! CARDSCONCEPT

A tool to give students: (1) control over the direction of their tour or exploration of a space and (2) to encourage students to try different ways of engaging with and interacting in a space.

MATERIALS

Exploration ice SPARK! Cards

DIRECTIONS

1. Print and fold one exploration dice per group or class.2. One set of SPARK! Cards per group or class.

3. In the gallery space roll the dice.

4. Head in the direction indicated by the dice (whichever direction the arrow is pointing)

5. Select a card with a related direction. For example, if the dice lands on fast forward, select a card with a fast forward icon in the top right corner.

6. Complete the activity indicated on the card.

7. Roll the dice again and continue moving.

8. Use the dice and cards several times in different spaces to allow students to get familiar with the format and activities.

9. Have students create their own SPARK! Cards with different ways of engaging with the space.

[Type text]

3

123

2


GEODESIC SPHERECONCEPT

Discuss with students the difference between a primary source and a secondary source (see below for explanation). Can they deduce the difference from the term “primary” and “secondary”? In your discussion consider the following:

Can the same source be both a primary and secondary source?

List some examples of primary and secondary sources

Divide students into small task groups. Assign each group a source (eg. map, birth certificate, textbook, medal, etc). Give each group five minutes to brainstorm different ways to use the source and to record possible research questions relating to that source.

What information does it provide / what is it evidence of? For example, a birth certificate could provide personal information on a specific individual; it can also be evidence more broadly as a social system for registering information, evidence of particular social values/expectations/needs (why would a community keep records of birth location, parents' names, child’s date of birth, etc? Who is keeping this information? …)

Have students record their brainstorming points on the template provided. Keeping the source as their central idea, arrange a selection of uses, information and questions around the perimeter of each square (four to a card). Each group should aim to produce of six cards.

As a class, you will now put the pieces together as a geodesic sphere. Interlock pieces together in groups of three, then interlock the groups to slowly build your sphere. See the resource section for directions. Try to link different sources together. For example, link the research question posed by one group to a form of information noted in another group. Display the finished dome in your classroom as a source of inspiration for future research projects. Students can use the dome as a prompt for questions they should be asking or sources they could be investigating.

See the “Key Words” section for definition of primary and secondary sources if required.

MATERIALS

One template page per group, copied onto cardstock* Scissors Pens/textas

* a minimum of 36 individual squares are required to build a sphere, eg. six groups of six students

DIRECTIONS

5. Carefully cut out all squares (six to a page).

6. Cut along the four angled lines, careful to not to extend the slot.

To construct the sphere:

7. Insert a short slot from square on into a long slot of square 2.

8. Insert a short slot of square 3 into a long slot on square 1 (the side closest to square 2). Insert the adjacent long slot on square 3 into the nearest short slot on square 2.

9. The intersection tips will form a small indented triangle. Connect groups of three together following the same pattern. See images of construction for assistance.

Regularly repeating pentagon- shaped gap

teacher resource - city of greater geelong · web viewword wall concept familiarise students...

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