Activity: :Life as a miner in the gold fields

YEAR: 5

OVERVIEW OF THE ACTIVITY

The following activity is an ICT based activity where students undertake the routine of miners in the 1800s by
following the directions of a Chinese character which gives the students a character to identify with that is
relevant to the social aspect of the time. This activity uses literacy, numeracy and ICT skills which enhance their
understanding of the history field by being able to access different sources of information. The use of a
worksheet allows students to have their new knowledge collected in one place where they can refer back
during the unit.

CONTENT DESCRIPTORS
History:
Historical Knowledge and Understanding
The impact of a significant development or event on a colony; for example, frontier conflict,
the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion
of farming, drought. (ACHHK095)
Historical Skills
Locate information related to inquiry questions in a range of sources (ACHHS102)
GENERAL CAPABILITIES:
Intercultural Understanding
Interacting and empathising with others

Consider and develop multiple perspectives

Personal and social capability

Social awareness

Appreciate diverse perspectives

Literacy
Comprehending texts through listening, reading and viewing

Navigate, read and view learning area texts

Word Knowledge

Understand learning area vocabulary

Numeracy
Estimating and calculating with whole numbers

use money.

ICT
Investigating with ICT

locate, generate and access data and information

select and evaluate data and information

STATEMENT OF IDENTIFICATION
In this activity students will be implementing the literacy, numeracy, personal and social capability, intercultural
understanding and ICT general capabilities.

The literacy element which is addressed is the interpret and analyse learning area texts under the
comprehending texts through listening, reading and viewing subheading.
The ICT element which is addressed falls under the investigating with ICT heading and is to locate, generate and
access data and information. In history gathering information from a variety of sources is a much needed skill
and a game is a fun and interactive way to learn this skill.
This task requires students to use their numeracy skills and have an understanding of converting money. While
students do not need to know the exchange rate of pounds to dollars, there is a currency converter available
in the game for students to use and explore to enhance their understanding.
The perspective undertaken of the life of a miner allows students to experience elements of a different kind of job that has
changed and developed over the course of 200 years with the development of technology. It allows for students to
understand the lives and struggles miners in the 1800s would have encountered in their time on the gold fields This allows
for the development of the personal and social capability
With the main character of the video game being Chinese, it allows students to appreciate and develop their perspective of
different cultures and nationalities that were part of life in the Victorian gold fields. This enhances their intercultural
understanding.

INCORPORATION OF ICT PROCESSES AND SKILLS

The incorporation of ICT in this lesson allows for students to develop their mouse skills and
their keyboard skills.
CROSS CURRICULUM PRIORITIES:
Aboriginal and Torres Strait Islander Histories and Cultures
Culture:
OI 6: Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed
through historical, social and political lenses.

Asia and Australias engagement with Asia

Asia-Australia Engagement
OI 8: Australians of Asian heritage have influenced Australias history and continue to influence its dynamic culture and society.

INQUIRY QUESTION: What was the daily life of a miner?

LEARNING OBJECTIVES:
At the end of this lesson students will have the opportunity to demonstrate their ability to:
Demonstrate the daily life of a miner
Understand and comprehend the life of a miner and the influence of the miners on Australian history
Use an ICT resource to gather information about the past

LEARNING INTENTIONS:

We will learn about the daily life of miners in the 1800s

We will use ICT to gather information
We will demonstrate the life of a daily miner using the computer program
We will identify the tools miners used

RESOURCES:

Gold Rush online game Level 1

o http://www.scootle.edu.au/ec/viewing/L702/index.html

Gold Rush online game worksheet

Pencil

TEACHER KNOWLEDGE
This activity requires the teacher to have an understanding of the way that mining was
undertaken in the 1800s. Teachers need to have an understanding of the tools used, the
different items that needed to be purchased such as picks, buckets and pans and items

needed for survival in the harsh cold and heat of the Victorian goldfields. Teachers also need
to have an understanding of the way the game works as some students may have difficulties
following the prompts.
STUDENT INSTRUCTIONS
1. Collect your laptop from the charging bank and a worksheet from the front and take them
back to your desk
2. Put your headphones
3. Type in the web address that is on the board into your web browser
4. Read your worksheet questions so you know what you are looking for
5. Listen to the instructions given by the character on the screen
6. Follow the instructions in the game and write down any answers that you discover on your
worksheet

ASSESSMENT/EVALUTION OF STUDENT LEARNING:

Assessment as learning: The worksheet which will be completed by the students will be used as assessment as
learning as the activity is used at the beginning of the unit to gauge general understanding and build
knowledge. This worksheet could be revisited at the end of the unit as a general wrap up activity also to see
how much knowledge students have gained about life as a miner through their other learning.

LESSON MODIFICATION TO ACCOMMODATE INDIVIDUAL STUDENTS:

To accommodate students who struggle with audio cues, they may be required to work with a partner to
complete the activity. However for the students who do work with a partner, ensure that each students has an
understanding of the concepts and are not just copying the other students answers.
For students who understand the activity and want to advance their knowledge, there are several more levels
available which the teacher can access via Scootle and make available for all other students to use throughout
the unit as their knowledge on the topic advances.