Inquiry Unit on PLACE Year Level: 5/6 Duration: 10 weeksPLACE UNIT TITLE: Dandenong Ranges - How it all begin?Inquiry Question

Who and what has shaped the Dandenong Ranges into the area it is today?

BIG ideas

Dandenong Ranges has a vast array of geographical variety to be explored

Dandenong Ranges historical heritage is a great base of learning

Teaching proposalThrough this unit it is envisaged that students will learn about:

The local history, economics and geography of the Dandenong Ranges Discovering the local settlers, and basic history of the local area,

including the importance of the 1000 steps and it’s relation to the Kokoda Trail

Exploring mapping of the local area, train history, local produce and tourism

Identifying bush fire safety, the current prevention strategies, and what else we can do to assist

This is important because: It is attempting to meet part of the 7 historical concepts being

evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

Knowledge gained here can be crossed with previous sustainability unit, noting that ‘sustainability issues are all intimately connected and their effects are greatest in more populous countries’.

Geography and mapping education in level 5 focuses on ‘factors that shape the human and environmental characteristics of places’

Learning intentionsAt the end of this unit, students will understand that:1. Dandenong Ranges has a great historical significance2. People have lived here long before us and have worked hard to preserve the area3. Tourism is a significant benefit to the community4. Using maps and scales to further understand our local area

Key skillsAt the conclusion of this unit students will be able to:

Identify local historical sites and their significance Analyse the geography of the area, using 2D and 3D maps Navigate a railway, justifying the features Predict future train progressions Record knowledge using ICT, posters, annotated drawings,

timelines, maps and presentations

Assessment Evidence Historical Timeline ICT presentations Mini inquiry projects (eg. Tourism brochure) Mapping project, using prior knowledge from all fields of the unit

Australian Curriculum areas covered in this inquiry unit related to HumanitiesDiscipline Knowledge & Understanding code Skills code

HistoryThe contribution of individuals and groups, including Aboriginal and Torres Strait Islander people and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.

(ACHHK116)

ACHHK115)

Identify points of view in the past and present

Use historical terms and concepts

Identify and locate a range of relevant sources

Develop texts, particularly narratives and descriptions, which incorporate source materialsUse a range of communication forms (oral, graphic, written) and digital technologies

ACHHS123

ACHHS118

(ACHHS120)

ACHHS124

ACHHS125

Geography The impact of bushfires or floods on environments and communities, and how people can respond

The influence of the environment on the human characteristics of a place

ACHGK030

ACHGK028

Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions

Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams

ACHGS034

ACHGS037)

ACHGS035

ACHGS033

ACHGS036

Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiryLearning Intention:

Activity & Resource AC links

(2. 3. Etc) Research the Type of people that settled in the Dandenong Ranges. Where they were from, what they wore, etc. Students must draw what the people would have worn; give them a back-story and things they would have brought with them.

(ACHHK116)

3 activities,1. Using Appendix a, draw a line matching the images of Topography to side on images.2. In pairs, create 3D Play Doh models of Topographic images, take images as a record of the model3. In those same pairs, create your own Topographic Images, swap with and have them create the matching 3D Play

Doh Models.

(ACHGS034), (ACHGS035), (ACHGS037)

Gather information on fire prevention and safety during Bushfire season. Plan Advertising Video for Fire Safety. Use iPads and iMovie to create 1-minute TV advert.

ACHGK028), (ACHGK030),

Explore the 1000 Steps Park. Observe the types of Foliage, terrain and try to imagine what the Aussie Diggers would have Faced on the Kokoda Track

(ACHGS037), (ACHHK097), (ACHHK115)

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidenceLearning intention:

Activity & Resource AC links

Research Local Produce in the Dandenong Ranges area and create a tourism Brochure that highlights all the various Industries within the area and what to visit.

(ACHEK002), ACHES004),

Children will explore the resource below and create their own poster explaining the water cycle relevant to their area. Include some Questions that they may want to research later

(ACHGS033), (ACHGS034), (ACHGS035)

After researching Train History in Australia, have the Class create a timeline of Trains on ‘Time Toast’. Where, when and why they were used, interesting facts and a slight focus on Puffing Billy as it is the local Train. In small groups Research will be split into different time periods. Together the class will construct a timeline.

Stage 3: CELEBRATE/INNOVATE -What do we do with what we’ve found?Concluding, reflecting on and responding to the inquiry

Learning Activity & Resource AC links

intention:In Groups, Using the iPads and iMovie put the research gathered in previous lesson into a TV infomercial about preparing for Bushfires and Safety During Bushfires

(ACHGS036), (ACHGS039),

Children are to draw on the excursion from previous lesson and from the perspective of Digger Write home to their Families describing The Landscape, feelings and other experiences.

Using their knowledge gathered from previous lessons including infrastructure and topography, Map a new Train line that best utilizes Tourist Attractions and local industries. Justification of route is also needed.

(ACHHS120), (ACHHS124), (ACHHS125)

(ACHGS037), (ACHGS034), (ACHHK095)

References

Australian Government, 2014, http://www.ww2australia.gov.au/asfaras/kokoda.html, Retrieved 7 May 2015 Australian Government, 2015, http://www.infrastructure.gov.au/rail/trains/history.aspx, Retrieved 10 May 2015 Country Fire Authority, 2014, http://www.cfa.vic.gov.au/plan-prepare/, Retrieved 7 May 2015-05-12 Gilbert, R and Hoepper, B 2014, Teaching Humanities nd Social Sciences, Cengage Learning Australia Pty Limited, South Melbourne Gold Ridge, 2015, http://www.goldridge08.com/flash/watercycle2.swf ,> Retrived 7 May 2015. Jellstrom, K 2014, Contour Matching Exercise, Central Washington University, retrieved 10 May 2015,

http://www.cwu.edu/~jefferis/unitplans/orienteering/contourquiz.html Monkey See, Sep 24,2013, https://www.youtube.com/watch?v=K-UXrpAjyl0, Retrieved 10 May 2015. Puffing Billy Railway LTD, 2013, http://www.puffingbilly.com.au/about-puffing-billy/ Retrieved 10 may 2015 Visit Victoria, 2015http://www.visitvictoria.com/Regions/Yarra-Valley-and-Dandenong-Ranges/Things-to-do/Food-and-wine/Local-produce/Farms-of-

the-Yarra-Valley , Retrieved 10 may 2015,

APPENDIX A

Topographic Maps

Match these 2D topographic maps, to their 3D maps, using the contour lines as clues.

The closer the contour lines are, the steeper the incline will be.

B

C

3D map (circle):

1

2

3D map (circle):

1

2

3D map (circle):

Map Source: Jellstrom 2014

Transform these 2D topographic maps, into 3D clay models.

Draw your own topographic map, and swap with another pair – making the 3D clay model.

APPENDIX B

Justification:

Why you chose these locations at train stations, consider tourism, local produce, public transport, shops, infrastructure, rivers, hills, rainforest, flora, fauna and houses.

Draw your train line!

Include:

-Train stations

-Labels

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