virtual reality – lake joondalup teachers resource reality – lake joondalup teachers resource...

Virtual Reality – Lake JoondalupTeachers ResourceActivities to incorporate the virtual reality experience into classroom lessons.

Artwork detail Yellagonga and the Mooro People by Charmaine Cole.

3 – 28 JULY 2017JOONDALUP CITY CENTRE

joondalup.wa.gov.au | 9400 4927 |

Teacher resource

Denise Robins for © City of Joondalup 2017 1

This project has been an initiative of the City of Joondalup and North Metropolitan TAFE, with voice over and creative input by Dennis Simmons. The video was created for 2017 NAIDOC celebrations, creating a view of Lake Joondalup 10,000 years ago before white settlement.

How to view the video

There are several ways you can view the video- either from YouTube or the City of Joondalup website. The easiest way to view the video is to use the YouTube app to search NAIDOC Joondalup, play the video, select the glasses icon and put your phone into the headset. The video can also be viewed online, in 360 degree without the VR glasses.

If the video is blurry you may not have selected the glasses icon (enables VR 360) or you may not have your phone in the glasses properly.

Notes to teachers

These activities are not complete lessons. They are suggestions as to how the video can be incorporated into class lessons or excursions. The activities are springboards for your teaching experiences. Teachers should contextualise the activities according to their needs and student capabilities.

The activities are designed to be used before, after or during lessons that focus on the topics presented in the video clip – flora, fauna, landscape, people, land use, water forms, shelter; or an (optional) excursion to the Joondalup Lakes area.

These activities do not require that the students visit the Lake Joondalup area.

Teacher resource


Video clip viewing

Focus: historical Joondalup Lakes area

Students make predictions about the glasses and video clip content

Students Materials Activity

class, half class or groups

video glasses Students

discuss/describe physical appearance of glasses

predict use of glasses

discuss what the video clip might show

video format, eg animated, photographs

the period/age the video clip will present, eg 10 000 years ago

discuss specifics that the video clip could show, based on focus area, eg

people, flora, fauna, water forms, buildings, shelter, landscape

substantiate their predictions

view video clip to clarify predictions, discuss content and topic focus.

Related activities Students

discuss how the people are represented in the video clip.

suggest reasons for this.

Teacher resource


Video clip quiz

Focus: video clip content

Students respond the questions about video clip content


class, group, pairs video glasses Students

view the video clip

respond to questions (teacher or student) about content viewed. Quiz could

be oral, written, multiple choice, NAPLAN format, crossword.

Related activities Students create a quiz or puzzle (eg crossword) about the video clip content.

Teacher resource


Video clip view and discuss

Focus: historic landscape, flora, fauna, land use, water forms and people in the Joondalup Lakes area

Students view the video clip and compare findings


groups video glasses

1 per group – graphic organiser or other written recording method

Students:

sit in small groups and take turns to view the video, describing and

discussing what they see.

make a group list /record the information presented in the video clip.

Groups compare and share their lists.

Related activities Students:

visit the Joondalup Lakes area(take list and video glasses)

try to pinpoint the area they viewed in the video clip.

describe and compare similarities and differences between what was

shown in the video clip (as per the group list) and what the area looks like

now:

o landscape

o vegetation

o animals

o land use

o people

o buildings

o water forms.

Teacher resource


Video clip view and compare

Focus: historic landscape, flora, fauna, land use, waterways and people in the Joondalup Lakes area

Students view and record information based on a focus area


Small groups video glasses

1 per group – graphic organiser or other written recording method

Each group selects a focus area, eg flora; fauna; people, land use, shelter, water forms.

One student in the group views the video and describes the focus area, eg tall trees with pointed leaves, scrubby bush.

Other students in the group record information as pictures or words on the graphic organiser.

Groups compare and share their graphic organiser information.

Option: Groups combine information in a class description in a particular print or electronic format, eg graphic organiser, list, notes, pictures, written report.


visit the Joondalup Lakes area, taking the class (or group) record (and

video glasses if wanted)

try to pinpoint the area they viewed in the video clip.

describe and compare similarities and differences between what was

shown in the video clip (as per the class or group record) and what the area

looks like now, in reference to the group focus area.

Teacher resource


Panoramic representation

Focus: flora, fauna, people, land use, water forms and shelter represented in the video

Students work as a group to produce a ‘panoramic’ representation of the video clip.


small groups video glasses

art paper attached together to make a long strip (panoramic view), placed on floor or pinned along a pin up board or similar

drawing materials of choice

Students discuss and view panoramic photographs, with attention to details, eg positioning of each object/animal/person in the picture, foreground, background, middle ground, specific physical descriptions.

Explain the task: students will create a panoramic view of what they see in the video.

Discuss the importance of specific oral descriptions so others can replicate the positioning and physical appearance of various plants, animals, waterways and people in the panoramic artwork.

Students practice giving specific oral descriptions to a partner.

Divide groups into ‘viewers’ and ‘artists’.

Viewer 1 watches the video and describes what he/she sees

Artist 1 (based on information provided by the viewer 1) draws along the panoramic view art paper

Viewer 2 watches the video and describes features not included by Viewer 1

Artist 2 (based on information provided by the viewer 2) draws more detail along the panoramic view art paper

Continue until the students agree there is nothing more to add.

‘Viewers’ compare the panoramic view to what they viewed and make suggestions for changes to make the panoramic view more ‘true’ to the video.

Students add colour and labels.

Teacher resource


Panoramic representation (continued)

Related activities Take the artwork and visit the Joondalup Lakes area.

Students:

try to pinpoint the area they have depicted.

describe and compare similarities and differences between what is shown

in the artwork and what the area looks like now:

o landscape

o vegetation

o animals

o land use

o people

o buildings

o water forms.

work independently, in pairs or small groups to draw a panoramic view of

the area as it is today. This can be presented as separate panoramas or

separate drawings that are combined to one panorama.

use both panoramic artworks to make a film presentation that presents the

historic and current views of the area, describing similarities and

differences.

Teacher resource


Film strip representation

Focus: flora, fauna, people, land use, water forms and buildings

Each student produces a frame that replicates part of the video clip. The frames are joined to make a filmstrip.


small groups or pairs 1 x video glasses per group

art paper – one per group or pair

art materials – charcoal and paint.

Prepare students by discussing and viewing film strips, with attention to details, eg positioning of each object/animal/plant in the picture, foreground, background, middle ground, specific physical descriptions.

Discuss the importance of specific descriptions so others can replicate the positioning and what the plant or animal looks like and where they are positioned in the section of the filmstrip to be completed.

Explain task: students will one filmstrip frame to represent part of the video clip. The frames will be joined together to make a filmstrip that replicates the video clip.

Each group is given one part of the video clip to view, discuss and draw.

Depending on the group size, students take turns to view and draw (in charcoal), discussing features as the frame is completed.

Students add colour (paint) and labels (or captions).

Frames are joined together to make the filmstrip.

Related activities Students take photos of the frames and form them into an electronic presentation, eg slideshow or powerpoint, adding notes, captions etc.

Teacher resource


Create a video report

Focus: Joondalup Lakes area as it is today

Students plan and create a filmed oral presentation


small groups, pairs 1 x video camera per group or pair

Each group selects a focus for a video report, eg landscape, flora, fauna, land use, people, buildings, water forms.

Groups visit the Joondalup Lakes area and make notes to guide their video report.

Groups script their report including shots, actions etc.

Groups return to the Joondalup Lakes area to film their report.

option – make and use panoramic drawing of area as video report background instead of filming onsite

option – use panoramic drawing of the area as it was in the past, as background when filming report.

Teacher resource


View, record and share

Focus: flora, fauna, people, land use, water forms of the past

Students view and record information based on a focus area


groups – based on the number of focus areas, eg flora; fauna; land use, water forms.

1 x video glasses per group

large art paper/graphic organiser divided into areas – one for each focus area

felt tip pens – a different colour for each student

scissors

Each group is seated around the art paper or graphic organiser.

Each student

prints a title on his/her section of the paper to show the focus of the information, eg flora

views the video clip once and then (as the next student views the video clip) records as much as possible about the selected focus area as either words, phrases or pictures.

moves one place to the right, around the art paper or graphic organiser, and

reads the title to find out the new focus

views the video clip again, looking for information about the new focus and

adding it to the recorded information.

Continue the rotation, viewing the video clip until the students have returned to their original positions at the art paper.

Students review the recorded information in each section.


cut paper into the different focus areas

join with the same focus area to make a group

compare the recorded information, including descriptive language.

Teacher resource


Camera record

Focus: current flora, fauna, people, land use, water forms and buildings of the Joondalup Lakes area

Students make a photographic record of their area of focus


groups, pairs or individuals 1 x camera per group Each group selects a focus area.

Students:

visit the Joondalup Lakes area and take photographs that show information

about their focus area.

research their focus areas

combine the photographs and research findings (as notes, captions, speech

bubbles etc) into an electronic presentation, information booklet, report,

poster etc.

Related activities Combine group representations into class format, eg one collective slideshow, film, book.

Teacher resource


Panoramic video

Focus: the Joondalup area as it is today

Students create a panoramic video clip


small groups, pairs or individuals

video glasses

1 x video camera per group

Students:

view and examine the video clip, focussing on content and the way it has

been filmed

visit the Joondalup Lakes area

make a panoramic video in the same style as the video clip

(in groups or as a class) compare the content and style of their videos with

the historical video clip.

Related activities Students add music, voice over and other features to their videos, to enhance the viewers understanding of the:

project

content

similarities and differences to the Joondalup Lakes area of the past.

Whole class selects a video and use it as a basis for a class written or oral description, report etc

Each group of students selects a video and uses it as a basis for a group written or oral description, report etc

Teacher resource


Comparative artwork

Focus: Joondalup Lakes area today

Students create and compare artworks


individual art media of choice – charcoal, paint, pastels, collage

Students

visit Joondalup Lakes area

plan and create an artwork to represent area as it is now

compare their artworks.

Related activities Students label and/or add informative captions to their artwork

Students use the artwork as a basis for a written piece (description, report etc)

Teacher resource


Voiceover

Focus: video clip historical content

Students create a voiceover for the video clip


Pairs video glasses

sound recording devices

Students:

view the video clip

view the video again (or multiple times) and create a ‘voice over’ that explains

what is seen in the video clip.

Voiceover can focus on all video clip content or a specific area.

Voiceover can be a description of what is seen, movements etc.

Related activities Students review the voiceovers and examine according to clarity of speech, descriptive language, content included, descriptive clarity.

Each student chooses and listens to another voiceover and draws the scene described in the voiceover.

Teacher resource


What happened and why?

Focus: causes of change to the Joondalup Lakes area

Students predict and investigate the reasons for change in the area


groups video glasses

recording materials

Students:

view the video clip

visit the Joondalup Lakes area (or view photos/film etc)

compare the differences and similarities between the past and present and

how the area has changed.

discuss and record possible reasons for the changes in the Joondalup Lakes

area.

work in groups to research the area (or an aspect of the area) to discover

possible reasons for change.

present findings in a print or electronic format, eg slide show, audio, report,

explanation.

Teacher resource


Fauna study

Focus: animals past and present

Students investigate and compare animals from the past and present Joondalup Lakes area


groups or pairs video glasses

recording material eg graphic organiser, art paper

Discuss the general features of animals, eg covering, limbs, facial features, habitat, movement, prey or other food, predators, survival features.

Students:

create a table or organiser to record this information

view the video clip and record the information about any fauna shown in the

video clip

share their findings

discuss the similarities between the viewed animals and present day animals.

respond to questions eg which animals today could have descended from the

X in the video?

present findings/substantiation/justification/ similarities/changes between the

past and current ‘related’ animals, in a print or electronic format, video, audio.


visit the Joondalup Lakes area and examine animal life in the area.

create a record of the animal life, eg labelled sketches, photographs

predict how the current animal life may change over the next 10 000 years

create a record to show an animal from the video clip, its current ‘relative’ and

a ‘future’ version of the same animal.

research the animal life shown on the video clip.

research other animal life that existed in the Joondalup area in the past.

Teacher resource


Water forms – past

Focus: water forms of the past

Students investigate past water forms of the Joondalup Lakes area


class, groups or pairs video glasses

recording material eg graphic organiser, art paper, table.

Discuss and research water forms: natural, fresh, salt water, man made, eg rivers, lakes, swamps, ocean, dams.

Students:

create a table or organiser to record information

view the video clip and record the information about any water forms shown

in the video clip.

Groups share their findings.

Related activities Students research the animal and plant life in the water forms in the past.

Teacher resource


Water forms – present

Focus: water forms of the present Joondalup Lakes area

Students investigate present water forms of the Joondalup Lakes area




Discuss and research water forms: natural, fresh, salt water, man made, eg rivers, lakes, swamps, ocean, dams.

Students:

create a table or organiser to record information

visit the Lake Joondalup area and investigate the water forms, recording their

findings.

Related activities Students:

view (on video clip) and research past water forms in the Lake Joondalup area

compare the ‘now and then’ water forms

predict what could have caused any changes evident over time

research to find out what caused the changes.

Students visit the Joondalup Lakes area and take a sample of the water to test.

Students research the animal and plant life in the present water forms.

Teacher resource


Flora – past

Focus: plant life of the Joondalup Lakes area in the past

Students examine plant life in the area in the past.




Students:

view video clip

record information about the flora shown in the video

research and record information (illustrations, notes) about flora from that

time period including special features and adaptions eg camouflage, leaf

type.

Related activities Students compare past and present plant life of the area, looking for and discussing similarities and changes, including special features and adaptions.

Students identify one ancient plant and one current plant that may be ‘related’. Present findings/substantiation/justification in a print or electronic format, video, audio etc.

Teacher resource


Flora – present

Focus: plant life in the Joondalup Lakes area today

Students examine plant life in the area.


group or pairs each group or pair:

magnifying glasses

tweezers

plastic gloves

small bucket or similar

camera

sketch pad/paper

drawing materials

Visit to Joondalup Lakes area.

Groups are allocated a specified area to examine and record.

Students

examine live and dead plants, trees and their parts

record their findings using drawings, labels, notes and photographs

present their findings in a print or electronic format, including sketches,

photographs etc.

Related activities View the video clip before or after the activity.

Compare collected/examined plant life with that presented in the video.

Students investigate and make a ‘dictionary’ of Aboriginal names of local plants.

Teacher resource


Land use – past

Focus: land use of the Joondalup Lakes area in the past

Students investigate land use in the past.



recording material eg graphic organiser, art paper, table

Discuss land use – eg natural (animal habitats) and man-made, eg crop growing.

Students:

take turns to view and compile a record of the land use shown on the video

clip

compare and discuss records

make labelled sketches that show the land use.

Related activities Students compare land use shown in video clip with current land use.

Teacher resource


Land use – present

Focus: land use of the Joondalup Lakes area now

Students investigate current land use.


class, groups or pairs recording material eg graphic organiser, art paper, table

cameras or video cameras

Students:

visit the Joondalup Lakes area

record the natural and man-made land use evident in the area (or part of the

area) using cameras, video cameras, sketches, lists

compare and discuss the information.

Related activities Students research land use of the area since the early settlers.

Students compare the land use forms, past (video clip) and present, investigated and recorded by the students.

Students create a timeline to show land use from past to present.

Teacher resource


The early people – finding out

Focus: early Aboriginal people of the Joondalup Lakes area


class, groups or pairs recording materials eg graphic organiser, art paper, table.

Students research:

the origins of the name ‘Joondalup’ (Nyoongar word is Doondalup meaning

‘the lake that glistens’)

the aboriginal name for the country surrounding the Joondalup Lakes area

(Mooro country)

original inhabitants (Oor-dal-kalla people, the family group of Yellagonga, a

prominent Aboriginal elder highly regarded in Nyoongar culture)

relationship between Nyoongar (culture), Mooro (people), Oor-dal-kalla

(people), Yellagonga (family group), Whadjuk (dialectal group) and the

Joondalup Lakes area

significant Nyoongar sites in the Joondalup area

meanings of local Aboriginal names in the Joondalup area.

Related activities Students create print, electronic or performance presentations to share the information they have researched.

Students visit local Aboriginal sites of interest or significance

Teacher resource


The early people – read and research



class interactive white board, computer

Students view and discuss the Joondalup Mooro Boodjar ebook http://www.joondalup.wa.gov.au/Welcome/History.aspx

Students discuss the information presented in the ebook.

Related activities Students research and share more about selected parts of the ebook information:

Aboriginal language

other Mooro stories

famous Aboriginal people from the area, eg the Charnock woman,

Yellagonga

mapped areas (and items listed on these pages)

local artists and authors

Students create a book in local Aboriginal language.

Invite a local Aboriginal person to speak with the students.

Contact various Aboriginal groups to find out more about the Aboriginal people, their history and current status in the area, eg https://www.noongarculture.org.au/

http://www.joondalup.wa.gov.au/Welcome/History.aspx

https://www.noongarculture.org.au/

Teacher resource


The early people – video


Students research the early people of the Joondalup Lakes area



recording materials eg graphic organiser, art paper, table.

Students:

view the video clip, and discuss how the Aboriginal people are represented

discuss what these representations (voices, music and songs) tell us

share what they know about local Aboriginal people (past/current).

Related activities Students research and present information about the local (historical) Aboriginal lifestyle in print, electronic or performance format:

clothing

food – what, how, where; catching, gathering and preparing, fishing

effects of the weather and seasons

celebrations – music and costumes, smoking ceremony

areas of importance

cooperative and collaborative living

land use

shelter

family or tribal relationships.

Invite Aboriginal musicians or performance groups to share aspects of local history, celebrations etc.

Teacher resource


The early people – music

Focus: listen to and interpret Aboriginal music

Students interpret Aboriginal music in a variety of ways




Students

listen to the music on the video clip

discuss the purpose of the music in the video

discuss the purpose of the music in the lives of early Aboriginal people

list the sound types they hear (high, low, light, heavy, melody line, sharp)

list possible instruments making the sounds

interpret the music – what is it expressing?

share ideas and suggestions between groups.


listen to the music and use lines and/or colour to show the sounds (loud, soft,

sharp)

listen to the music and use lines and/or colour to show how it makes them

feel

listen to the music and draw the picture they think it is describing

try to replicate the sounds using instruments (Aboriginal, classical, electronic,

made from natural objects)

choreograph dance to accompany the music

record a story that the music seems to be telling

Teacher resource


The early people – song

Focus: listen to and interpret Aboriginal song

Students interpret Aboriginal singing in a variety of ways




Students

listen to the Aboriginal singing on the video clip

discuss the purpose of the song/singing in the video

discuss the purpose of the song/singing in the lives of early Aboriginal people

list the sound types they hear (high, low, light, heavy, melody line, sharp)

interpret the voices – what are they expressing (feelings or meaning)

share ideas and suggestions between groups.


listen to the voices and use lines and/or colour to show the sounds (loud, soft,

sharp)

listen to the voices and use lines and/or colour to show how it makes them

feel

listen to the voices and draw the picture they think it is describing

try to replicate the sounds using their voices

create a piece of group singing using the same style as the voices on the

video clip

Teacher resource


Dreamtime

Focus: Aboriginal Dreamtime stories of the Joondalup Lakes area

Students research Dreamtime connections to the Joondalup Lakes area



recording materials eg graphic organiser, paper, table

Students:

view the video clip

discuss what information (about the Joondalup Lakes flora and fauna) the

Aboriginal people may have wanted to pass down to their people

research Dreamtime stories and information related to the Joondalup Lakes

area and its Aboriginal people

present findings in print, electronic or performance format.


create a Dreamtime style story about the origins of a plant or animal depicted

in the video clip

share findings/stories with other year levels, eg Dreamtime stories made into

books or ebooks and shared with Year 1

illustrate their Dreamtime information/stories using Aboriginal artistic media

and styles.

Teacher resource


The early people – artwork

Focus: early Aboriginal art work in the Joondalup Lakes area



Students:

view the video clip, focussing on the Aboriginal music and song

discuss the purpose for the music and song in the video

discuss/research the ways Aboriginal people past their history and beliefs

down to younger people.

research any historic Aboriginal drawings in the Joondalup Lakes area

Related activities Students represent past or present Joondalup Lakes area using Aboriginal artistic media and styles.

Teacher resource


Aboriginal people

Focus: Aboriginal people today

Students use investigative techniques to find out about local Aboriginal people


groups, pairs or individual recording materials eg graphic organiser, art paper, table, sound recording.

Students:

research/interview/collect media information about Aboriginal people of the

Joondalup Lakes area eg local or state sports people, artists, authors, elders,

storytellers etc

share findings in class


Related activities Invite researched Aboriginal people to share information about their career, life.

Teacher resource


Welcome to country

Focus: Welcome to country

Students examine the ‘Welcome to country’ speech and its purpose



copy of Welcome to country (print, audio, video)

Students:

listen to or read the ‘Welcome to country’ speech

discuss/research its origin and purpose

discuss/research the meaning of the words

discuss/research when and why it is used

relate the ‘Welcome to country’ to the video clip content and Aboriginal

history.

Related activities Students say the ‘Welcome to country’ at a school event and explain its use and meaning.

Teacher resource


The settlers

Focus: early settlers in the Joondalup Lakes area

Students investigate the early settlers of the Joondalup Lakes area




Students:

view and discuss the Aboriginal people featured in the video, eg clothing,

food, land use, family rules, celebrations, lifestyle

research European settlement in the area

o countries of origins

o why they came to Australia and the Joondalup Lakes area

o land use

o clothing

o shelter

o lifestyle

o relationship with local Aboriginal people


Related activities Students compare Aboriginal and early settler lifestyle.

Students compare early settler lifestyle, land use etc with the lifestyle of the people who live in the area today.

virtual reality – lake joondalup teachers resource reality – lake joondalup teachers resource...

Documents