Unit Plan Outline

Lasse Teranen Maria Lelekakis Andrea Holliday Summary Table The Unit of Work The Key Question The Domains History Year 9 - The Making of a Nation with a focus on Marvellous Melbourne. What would you have done differently in the design and development of Melbourne if you were a decision maker from 1890 1910? Historical Knowledge and Understanding Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090) Identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia Describing the impact of the gold rushes (hinterland) on the development of Marvellous Melbourne Historical Skills Chronology, terms and concepts Historical questions and research Analysis and use of resources Perspectives and interpretations Explanation and communication Biological sciences Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175) Science as a human endeavor Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158) Money and financial mathematics Solve problems involving simple interest (ACMNA211) Using units of measure . Calculate the areas of composite shapes (ACMMG216) . Calculate the surface area and volume of cylinders and solve related problems (ACMMG217) . Solve problems involving the surface area and

Science

Maths

volume of right prisms (ACMMG218) Data representation and interpretation Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources (ACMSP228) Cross-curriculum Priority Intercultural Understanding ICT components Sustainability Chinese immigration at the time of the gold rush ElectroCity
http://www.electrocity.co.nz/Game/game.aspx

Glogster http://www.glogster.com Assumptions Students will be involved in three classes of one hour duration each week. There will usually be a double period each week. All students have access to a mobile device. There are no restrictions (time or money) on out of school excursions etc.

What would you have done differently in the design and development of Melbourne if you were a decision maker from 1890 1910?
Lesson 1 Key Knowledge / Topic Introduction to the unit of work. Introduction and brief discussion of the summative assessment. Review the Gold Rush Teaching Activities Introduce the integrated unit to the students. Inform them that the assessment at the conclusion of this unit will be a research piece, completed in small groups, which will address this question in some way. Discuss with students how they should begin forming some of their own questions about the topic and where they would like to do further research. Some class time will be allocated to this inquiry work. The final assessment piece will need to be presented to the class. Resources

Timeline activity. - Place a dates and pictures of various relevant items around the room (eg 3 December 1854, gold nugget). Hand out cards to the students with an event or a fact on it. The students need to research where their card fits on the wall, eg 3 December 1854 is Eureka Stockade, melting point 1064oC is gold. - Once all cards are placed, go through as a class and discuss. - Students should then take their event or topic and find out five key facts and two questions. - These key facts should be entered onto a class wiki, then shared verbally with the class. The questions should be discussed. They will be useful for the teacher to direct further learning. They may also be useful to students for their unit assessment. Students investigate gold in small groups. They are able to pick their own question the teacher should also provide some suggestions: - Why was gold formed in the area around Ballarat? - Why is gold so valuable? - What are the special properties of gold? - What is the price of gold today? What was the price of gold during the gold rush? What could that amount of money

The properties of gold

2 The Chinese on the Goldfields

buy you then vs now? If you cashed in your gold in 1854, calculate what would it be worth today using compound interest. What is gold used for? How was gold mined? How sustainable and environmentally friendly was this process?

Statistical analysis. Provide students with ABS data from 1854 1921 that outlines the number of Chinese in Australia. Provide a worksheet with statistical analysis and historical perspective problems. Have students work in pairs. Include the following questions: - What percentage of the population of Victoria did the Chinese represent? - What is the meaning of half-caste? What does the use of this term on government documentation tell you? - Find your own data on the numbers of Chinese in Australia today. - Is there a group of immigrants to Australia that are encountering similar issues today? - How would you have handled Chinese immigration differently? Provide students with poems, bush ballads and images from the era. Give them quiet time to reflect on these items. Ask them to respond to any/all of this data with a poem, ballad or image of their own. Time capsule activity. Students are provided with a simulated time capsule from 1890. Give them time, in small groups, to explore and discuss the items. Then discuss as a class what the items are. Have students research any questions they might have. Provide students with the following activity: - Why do you think these items were chosen? What do they represent? - Build a virtual time capsule for 2013. What have you included and why? Create a glogster poster that will then be presented to the class. Visit from Ripponlea An actor from Ripponlea visits the classroom. She is the mother of the house and taught her children during this period. Students will participate in a lesson with this actor as though they are students of the period. Follow with a class discussion about how the lesson, its format, discipline etc differ from today. What parts do they prefer now? What do they wish was like it was in that period? Class excursion to Ripponlea Ripponlea is a house completed during this period, and built with money earned from the gold fields. Students will participate in an organised tour of the home and surrounds, and will also be taught by actors in period costume to reflect the manner in which education was delivered at the time.

2 3

Wrap up of gold rush period We move to Melbourne 1890 - 1910

Education Melbourne 1890 - 1910

Housing Melbourne 1890 1910 - Upper

classes

Following the tour, students will be asked to complete a journal, imagining that they are one of the children living in Ripponlea at the time. They should think about and discuss what a normal day would look like. How did they use their house? Who lived in the house? How does it compare to today? Housing Improvements and sustainability Provide students with a floor plan of a typical working class cottage from the time. Provide information as to number of people living in the cottage, measurements etc. Have students draw the floor plan of their house (with measurements) to compare. Students should then calculate the area of both houses, and then work through some problems such as the average number of people per square metre. Next discuss things such as the absence of town sewerage, electricity, etc. What problems could these issues create socially and health-wise? How does your house compare to the 1890s house for sustainability? What sustainability improvements could be made to the 1890s cottage? What sustainability improvements could be made to your house? Where would you prefer to live and why? Use an historical perspective to describe the events that led to the development of the Melbourne sewerage system and Western Treatment Plant. o What would people have done with their waste including their rubbish, recycling and sewage? Use digital resources to help students gain a sense of what it was like to live in Melbourne during these times. View the video The urinal is an introduction to early Melbournes human waste problem and the events that lead to the design and building of the sewage system and Western Treatment Plant. See The urinal, http://museumvictoria.com.au/learning-federation/video-temp/melbourne-story-videos/urinal/ Follow up the video with the Student worksheet: Melbourne to Smellbourne and how it cleaned up its act. Ask students to work in pairs, to read texts and create a timeline by organizing events into a chronological order using cues in the text. Extension activities How did the life of Aboriginal people differ from that of the Europeans who settled Melbourne? Find out more about a waterborne disease such as typhoid and diphtheria.

Housing Melbourne 1890 1910 - Lower classes

Sanitation

Previsit Activty to Western Treatment Plant Introduction to Melbournes sewerage system and the role of Melbourne Waters Eastern and Western Treatment Plants. Define terms used in the sewage treatment industry, identify items and substances that are introduced to the sewerage system, create a flow chart of sewage treatment processes and calculate average daily volumes of annual sewage flow. Individually, students draw a plan of their house (using ICT if available) and label it to show where connections are made to the sewerage system. Ask them to identify the different items and substances that are introduced to the sewerage system. Encourage students to research and note the chemicals that compose the waste (e.g. laundry detergents contain water softeners, surfactants, bleach, enzymes, brighteners, fragrances, and many other agents). As a class, combine the lists of substances to make a master list. Classify the items as contributing to greywater or blackwater. Try and classify whether they are organic or inorganic chemicals. The class decides how this information can be displayed in a clear and concise manner and each prepares their list. Discuss with the students facts such as that the major component of sewage is water (more than 95%) and that treatment involves the separation of the 5% of other materials from it. Discuss how these materials may affect the environment if they are not removed during the treatment process. A list of items that might end up in the sewerage system and their effect is available at http://melbournewater.com.au/content/sewerage/melbournes_sewerage_system/help_keep_our_sewers_clean.as p. Students take their lists with them on their visit to the treatment plant and identify where these materials are treated and removed during the purification process.

Excursion to Western Treatment Plant Students collect pictures from the Treatment Plant Explorer that illustrate different stages of sewage treatment and use them to prepare a flow chart that outlines the processes at the plant. Ask them to label their flow chart with descriptions of what happens at each stage of the treatment process using 30 characters or less. Students locate their school in Google Earth. (Google Earth will need to be downloaded from www.google.com/earth/index.html . Students use the measuring tool to determine the schools dimensions and then calculate its area. If Google Earth is not available, students can physically measure their school grounds

dimensions to calculate the area. Use the following data for students calculations. In 2010/11, of a total of about 325,308 megalitres (ML), or 325 gigalitres (GL), of sewage treated by Melbourne Water, the Western Treatment Plant treated 60% and the Eastern Treatment Plant 40%. (Note: 1 megalitre (ML) = one million litres, one gigalitre (GL) = one-thousand million litres.) Students determine the annual sewage flow for the treatment plant they are visiting and calculate average daily volume. Using the area of the school ground calculated previously, they determine the depth that that volume of water would be if it was contained within their school grounds, assuming the grounds are level. For example, for a school with an area of five hectares, the average daily throughput of the Western Treatment Plant would equate to a height of about nine metres. Relate this height to physical features in the school or local area, such as sportsgrounds or shopping centres.

10

Post Visit Activity: From the sewer to the glass The Western Treatment Plant treats some sewage to Class A standards, making it suitable for the irrigation of human food crops and cattle production, but not suitable for use as drinking water. To take this further and make water suitable for direct human consumption, further treatment is necessary. Investigate the processes necessary to treat water to a standard sufficient for human consumption, experiment to demonstrate osmosis, and debate whether Melbourne should use suitably treated effluent to augment its domestic water supply. Activity Purifying effluent: Students view the video of Singapores NEWater system at www.water.siemens.com/en/videos/waterrecycle-reuse/Pages/kranji-water-reuse.aspx (approximately seven minutes duration) to identify the steps used to purify their treated sewage effluent for human consumption. Students then use the information gained to produce a flow chart describing the process. What is osmosis?: Students conduct an experiment using potatoes to demonstrate osmosis. They extend this knowledge to explain the process of reverse osmosis and how it can be used to remove mineral and biological contaminants from treated effluent. Further information is available in Student worksheet: potato osmosis. Debate: Students form teams to research and debate the question: Should Victoria use recycled water to augment Melbournes domestic water supply?

11

Transport

Class Excursion to Tramway Museum, Bylands Vic Students spend the day learning about the history of Melbournes most famous mode of transport. Students to take down

information on how the introduction of the tram network to late 19th century Melbourne changed how people moved around the city and opened the city and suburbs up. Students asked to bring cameras along and present an annotated digital photo experience of their excursion. Students will also calculate distance from central hubs to end stations, use this to estimate travel times 100 years ago, and compare these to listed travel times on Melbourne Trams website today. 12 Industry Inner city industry Student will research what the main industry that existed in main inner city suburbs of Collingwood (flour mill, distillery, tan and leather manufacturing), Richmond (match factory, engineering works, piano makers, manufacturing), North Melbourne (some residential expansion for a growing city, minor local factories), Carlton (residential, home to artisans and clerks, tailors, carpenters, builders, iron founders), Fitzroy (manufacturing food, drink, household goods, building material) and Footscray (ammunition factory, brick making, meat canning) were at the turn of the century. Students will work in groups, with each group to cover one of the above suburbs. Each group will conduct online research and compile a report on the industrial make-up of their respective suburb, and contrast it with their understanding of what the suburb looks like today. Students will use online mapping tools to locate their suburb, identify the main industrial streets or regions at the turn of the century, and compare that to what landuse occupies these regions today. Students to explore the concept of whether industry is a sustainable use of land in inner city suburbs. Use a historical perspective to describe how Melbourne has taken form from a small settlement to a vibrant city since 1840. o What would Melbourne have been like before European settlement? o What was life like growing up in the 1880s? Focus students thinking on housing, streets and buildings, and how these may differ from today. Use digital resources to help students gain a sense of what it was like to live in Melbourne during these times. View clips of early Melbourne to discuss lifestyle and what it might have been like to live in Melbourne in the early 1900s: Use digital resources to graph the rate of population growth over the last century in Melbourne compared to other major cities in Australia, also including industrial cities such as Newcastle, Wollongong and Geelong. Students discuss if the economic growth of the past influenced population growth and also make predictions for the midcentury. 14 Building a City Previsit Activity Compare the modern Melbourne skyline to the CBD that was built in the turn of the 20 th Century. What would you do differently and why? Research buildings or structures that were built in Melbourne in this era describing what their intended use was and

13

City of Contrasts

determine if this has changed over time. Create your own city using the following web link: http://www.electrocity.co.nz/Game/game.aspx 15 Investigate Melbourne buildings Melbourne CBD Maths trail: Architectural Fragment: Outside the State Library is the bluestone sculpture Architectural Fragment by Victorian sculptor, Petrus Spronk. Inspired by the facade of the State Library, the sculpture was commissioned by the City of Melbourne in 1992 as the first of a number of street sculptures in Swanston Street. The basic triangular pyramid shape of the sculpture is constructed from steel, with the Port Fairy bluestone slabs bolted and cemented into place. Activity: Students will need to apply the Pythagoras Theorem to determine the type of triangles the see as well as calculate the area and length St Pauls Cathedral: The arches and windows of St. Pauls Cathedral have designs constructed from circles and polygons. These geometric designs originated in about the 12th century in the Gothic architecture of cathedrals and churches in Europe. The equilateral triangle and the square gave rise to many designs based on three and four circles or arcs, symbolising the Trinity and the four Gospels. In later Gothic architecture, patterns were often based on five, six, seven or eight circles. Activity: 1. Look at the windows along the Flinders Street and Swanston Street sides of St. Pauls Cathedral. List all the regular polygons that are used as the basis of circle patterns. 2. Use pencil, ruler and compass, or computer dynamic geometry software such as Cabri Geometry., to construct an equilateral arch and one of the trefoils or quatrefoils. Melbourne Town Hall: If the radius of the semicircle is R, the radius of the inscribed circle is R/2. Length of semicircular arc = Circumference of inscribed circle = SR It can be shown that the area of the inscribed circle is half the area of the semicircle. Smaller tangent circles can be included to produce a different design. If the radius of the semicircle is R, the radius of each of the two small tangent circles is R/4). If the radius of the semicircle is R, the radius of the inscribed circle is R/2. Length of semicircular arc = Circumference of inscribed circle = SR. It can be shown that the area of the inscribed circle is half the area

of the semicircle. Smaller tangent circles can be included to produce a different design If the radius of the semicircle is R, the radius of each of the two small tangent circles is R/4. Activity: If the radius of the semicircle below is R, show that the area of the circle is half the area of the semicircle. Summative Assessment planning and organisation Group presentation on selected topic Students are placed into groups of 3 or 4 and amongst them decide on a topic from the previous three weeks which they would like to investigate in depth. Students should try to engage a variety of ICT techniques (Powerpoint, photo imagery slideshow, data in spreadsheet format, video clips, online survey creation, google maps, links to online resources) to create a 15 minute presentation for the rest of the class on their chosen topic. The presentation will be primarily assessed on creative and varied content, delivered in appropriate ICT based mediums, with emphasis on how living and working conditions in Melbourne have changed over the course of 100+ years, and what changes students would have liked to have seen implemented earlier in the citys history. Groups are allocated some class time to work on their group assessment. They should use this time for collaboration and also to consult with their teacher as required. Groups present their assessment to the class. Class members will evaluate these presentations, in addition to the teacher.

Summative Assessment work in class Summative Assessment Presentation