EEO410 Learners learning about and for their world Human Disciplines

Inquiry Unit on PLACE

Year Level: 5/6
Duration: 10 weeks
PLACE UNIT TITLE:
STUDENT NAMES: Cassandra Van Zeyl and Naomi Mathew-Vadaketh

Inquiry Question:
How does the Dandenong ranges aid our
learning and understanding of Australian
history and geography?

BIG ideas

The Dandenong Ranges highlights the rich

history of Australian warfare and further
explores significant events and people in
history.
Sustainable acts can lead to a sustainable
future

Teaching proposal
Through this unit it is envisaged that students will learn about:
How sustainability contributes to our future and how to
be sustainable in our local community
How the people, places and events in the past have
influenced Australias development socially,
environmentally and culturally from a Humanities
perspective
Dandenong Ranges is rich in history and full of historical
sites, buildings and artefacts.
This is important because:
Sustainable acts can lead to a sustainable future
Students should understand how Australia was shaped
through migration and Indigenous Australians
Ive read something about this in:
Ausvels curriculum

Learning intentions

Key skills

At the end of this unit, students will

understand that:

At the conclusion of this unit students will be able to:

-We can learn about history through landmarks, artefacts

and stories
-students collect relevant data to help further their
knowledge of historical events

Sequence historical people and events (ACHHS098)

Compare information from a range of sources. (ACHHS122)
Use historical terms and concepts (ACHHS099)
Use a range of communication forms (oral, graphic, written)
and digital technologies (ACHHS125)
Identify points of view in the past and present (ACHHS123)

-the cultural and historical importance behind sites,

buildings and artefacts
-Dandenong ranges possesses historical, cultural and
environmental features that furthers our understanding
of our local community
- Understanding our roles and responsibilities as part of
a community

Assessment Evidence
Historical timeline
Online diary entry
Powerpoint
Series of journal entries
Diorama

Australian Curriculum areas covered in this inquiry unit related to Humanities

Discipline

History

Knowledge & Understanding

code

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.

(ACHHK11
5)

The contribution of individuals

and groups, including Aboriginal
people and/or Torres Strait
Islanders and migrants, to the
development of Australian
society, for example in areas such
as the economy, education,

(ACHHK11
6)

Skills

Use historical terms and

concepts
Identify points of view in the
past and present

Identify points of view in the

past and present
Use historical terms and
concepts

code
(ACHHS09
9)
(ACHHS12
3)

(ACHHS12
3)
(ACHHS09
9)

science, the arts, sport.

Geography

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.
They investigate some of the
significant natural processes that
operate across Australia (for
example, rainfall, drought, flood,
earthquake, cyclones and
bushfire), and how people react to
them, including their preparation
for, and management of, natural
disasters.
They explore effective ways to
care for local places, and are
provided with opportunities to
initiate and participate in an
action on an environmental issue
of personal or group concern; for
example, pollution of a local
waterway.
Students explore how humans
have affected the Australian
environment. Examples could
include: Aboriginal and Torres
Strait Islander communities care
of the land; clearance by farmers
and subsequent problems of land
degradation and salinity; and

(ACHHK09
5)

Humanitie
s:
Geograph
y

Use maps at different scales

to locate places
Identify features on maps
Collecting and recording
data
They learn about and
interpret their location
relative to other places

Humanitie
s:
Geograph
y

protection of the natural

environment through the creation
of nature parks, national parks
and marine parks
Students explore environmental
issues and consider possible
solutions to current and future
challenges
National parks and explore ways
of protecting these unique
environments in a sustainable
way for future generations
They learn about and interpret
their location relative to other
places

Economics &
Business
Civics &
Citizenship

They understand that protecting

the environment requires that
people work together as citizens
and consumers and participate in
appropriate actions as
environmental stewards or in
other civic action to effect
positive change
Students explore ways in which
they can actively participate in
their school and community

Students research an issue, or

issues using a range of resources
including electronic media
Students learn about the three
levels of government in Australia
and investigate examples of the
functions and services of these
governments such as currency,
defense, education, health, parks
and libraries.

CROSS CURRICULUM PRIORITIES

Organising ideas

Indigenous

Aboriginal and Torres Strait

Islander communities maintain a
special connection to and
responsibility for Country/Place
throughout all of Australia.
Aboriginal and Torres Strait Islander
Peoples have unique belief systems
and are spiritually connected to the
land, sea, sky and waterways.

Asia

Aboriginal and Torres Strait Islander

Peoples ways of life are uniquely
expressed through ways of being,
knowing, thinking and doing.
The peoples and countries of Asia
are diverse in ethnic background,
traditions, cultures, belief systems
and religions.

code

Organising ideas

code

OI.2

Aboriginal and Torres Strait Islander

Peoples have lived in Australia for
tens of thousands of levels and
experiences can be viewed through
historical, social and political
lenses.

OI.6

OI.3

OI.5

OI.1

OI.6
Australia is part of the Asia region

OI.9

Australia acknowledges the

significant contributions of
Aboriginal and Torres Strait Islander
people locally and globally.

Australians of Asian heritage have

influenced Australias history and
continue to influence its dynamic
culture and society.

OI.8

Sustainabilit
y

and our histories from ancient

times to the present are linked.
World views are formed by
experiences at personal, local,
national and global levels, and are
linked to individual and community
actions for sustainability.

OI.5

Actions for a more sustainable

future reflect values of care,
respect and responsibility, and
require us to explore and
understand environments.

OI.6
The sustainability of ecological,
social and economic systems is
achieved through informed
individual and community action
that values local and global equity
and fairness across generations
into the future.

OI.9
Sustainable futures result from
actions designed to preserve
and/or restore the quality and
uniqueness of environments.

GENERAL CAPABILITIES
Literacy

- Recognise that ideas in

literary texts can be
conveyed from different
viewpoints, which can
lead to different kinds of
interpretations and
responses

(ACELT1610
)

- Show how ideas and

points of view in texts
are conveyed through
the use of vocabulary,
including idiomatic
expressions, objective
and subjective
language, and that

(ACELY1698
)

OI.7

Personal and
social capability

-Students seek and use

teacher feedback to develop
their content knowledge and
understanding and reflect on
how their prior knowledge
has changed.
- Through participation in a
variety of group and wholeclass activities, students
begin to articulate the
advantages of learning
effectively with, and from,
their peers
- They are provided with

these can change

according to context
-Use comprehension
strategies to analyse
information, integrating
and linking ideas from a
variety of print and
digital sources
- Understand the use of
vocabulary to express
greater precision of
meaning, and know that
words can have different
meanings in different
contexts
- Plan, draft and publish
imaginative, informative
and persuasive print and
multimodal texts,
choosing text structures,
language features,
images and sound
appropriate to purpose
and audience
-Use a range of software
including word
processing programs
with fluency to
construct, edit and
publish written text, and
select, edit and place
visual, print and audio

(ACELY1703
)

opportunities to manage and

monitor progress of some
tasks independently
- They identify the many
contexts in which learning
occurs both within school and
beyond school

(ACELA151
2)

(ACELY1704
)

(ACELY1707
)

elements
- Present a point of view
about particular literary
texts using appropriate
metalanguage, and
reflecting on the
viewpoints of others

Numeracy

- Plan, rehearse and

deliver presentations for
defined audiences and
purposes incorporating
accurate and sequenced
content and multimodal
elements
- Use a grid reference
system to describe
locations. Describe
routes using landmarks
and directional language

(ACELT1609
)

(ACELY1700
)

(ACMMG11
3)

Ethical
understanding

- They consider the values

important in a multicultural
society such as respect and
tolerance.
- They understand that
protecting the environment
requires that people work
together as citizens and
consumers and participate in
appropriate actions as
environmental stewards or in
other civic action to effect
positive change.
- They are provided with
opportunities to participate in
school events and experience
class and school leadership
roles and their

responsibilities.

(ICT)
capability

-Students use ICT tools

to produce information
products that
demonstrate their
knowledge and skills for
all areas of the
curriculum.
- Students use design
tools, such as layout
diagrams, annotated
drawings and
storyboards, to
document solutions and
the layout of information
products.
- When problem solving,
students use
recommended search
engines and begin to
refine search questions
to locate information
quickly on the Internet.

Intercultural
understanding

- students recognise the

dynamic nature of sociopolitical relationships within
the region over time, and the
role that individuals,
governments and other
organisations play in shaping
relationships between
peoples and countries.
- Students will examine
historical perspectives from
an Aboriginal and Torres
Strait Islander viewpoint
- Students will develop an
awareness of the significant
roles of Aboriginal and Torres
Strait islander people in
Australian society.

Critical and
creative
thinking

- Individually and in
small teams, students
develop possible
solutions in response to
design briefs, using
simple mind maps,
sketches, plans and
annotated drawings,
labelled diagrams
models and flow charts.
- Students learn to
develop step-by-step
plans for production and
use a variety of
production techniques,
tools,
materials/ingredients
- They begin to record
their progress using
words and images
-

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

Activity & Resource

AC links

Understandi
ng our roles
and

Activity: Students will participate in an online interactive app, called My

Garbology in which students will be required to sort rubbish out into different
categories such as items that can be reused, items that can be recycled , items

Students explore
environmental
issues and consider
possible solutions

responsibiliti
es as part of
a community

that can be placed into compost and items for landfill . This activity will give
students further insight into the process and reasons why certain items get
recycled that specific way. Complete a KWL chart, in which students write down
what they know and what they want to know on the topic of sustainability. Students
must write an item down on a sticky note eg. Fridge, clothing, plastic. Students will
be required to sort these sticky notes into My garbology categories. Students
brainstorm in groups writing down what sustainability means to them, as well as
important environmental issues affecting the community. Students investigate and
explore the sustainability measures taken in the Dandenong ranges e.g national
parks, landmarks.
Resources:
Laptops ( with internet connection)
Poster paper ( A3)
Sticky notes
Permanent marker
KWL chart page
Pens

-We can
learn about
history
through
landmarks,
artefacts and
stories

Note: Dandenong ranges is home to the Boon wurrung Aboriginal tribe

Activity: The teacher will read the picture story book The little refugee which
talks about Anh Dos journey from Vietnam to Malaysia and then Australia.
Students will have circle time and the teacher will ask the following questions;
How might you feel in this situation?
Who/ what might you be worried about?
Who could you help or who could help you in this situation?
Students will be required to write down ten things that they would take with them if
they had to flee home like Anh Do. However they must be able to fit into a
backpack and be carried. Students will be given the opportunity to fill a back pack
up with a selection of clothes, toys ect, to get a tactile experience.
As a class we will map Anh Dos journey from Vietnam to Malaysia and then
Australia. (After world war two the increase in migration and industry brought a

to current and
future challenges
They understand
that protecting the
environment
requires that
people work
together as citizens
and consumers and
participate in
appropriate actions
as environmental
stewards or in
other civic action to
effect positive
change

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.

boom to Dandenong Ranges.) Students will be required to write a short story that
compares Anh Dos life in Vietnam to his life in Australia using information gained
from the book.
Resources:
Books
The little refugee by Anh Do & Suzanne Do
Pen
Paper
Back Pack
Toys, clothes, books and other items to fill up back pack
World Map
Pins
Ribbon
Assessment:
- Online diary entry ; writing in first person from Anh Dos point of view ; on
his journey to Australia
- Students should form a deeper analysis on the character, and explore his
emotions using descriptive language.
-We can
Activity: Students will be required to create a biography based on an Aboriginal or
learn about
Torres Strait Islander who has contributed to Australian society in areas such as
history
sport, art, science, education and economy such as Kathy Freeman; sport. Students
through
will have to create a PowerPoint presentation based on their chosen person and
landmarks,
present to the class, the ideas and information that has been brought forward in
artefacts and
their investigation.
stories

Assessment: Marking rubric will be used to assess the students PowerPoint.

Students should share what they have learnt, found interesting and how it may
differ to their own culture.
Resources:

The contribution
of individuals
and groups,
including
Aboriginal
people and/or
Torres Strait
Islanders and
migrants, to the
development of
Australian
society.

Computer
Poster paper
Pen
Books borrowed from the library

OI.6: Aboriginal
and Torres Strait
Islander Peoples
have lived in
Australia for tens
of thousands of
levels and
experiences can
be viewed
through
historical, social
and political
lenses.

OI.9: Australia

-Dandenong
ranges
possesses
historical,
cultural and
environment
al features
that furthers
our
understandin
g of our local
community

Activity: Students will go on an excursion to William Ricketts Sanctuary in the

Dandenong Ranges where they will undertake a guided audio tour of the sanctuary.
The tour will allow students to understand William Ricketts message to the
Australian people that speaks about the relationship between our natural
environment and Indigenous people. Students will explore the sanctuary and take a
picture of their favorite sculpture. When they return to school, they will write why
they liked the sculpture and how it links to Aboriginal heritage. Students will write
ideas on sticky notes about what they think the Indigenous peoples relationship
with the land was like. Then they will place the sticky notes together to form a tree.
Students will have a class discussion about their thoughts relating to the ideas
brought up from the excursion and their exploration.

acknowledges
the significant
contributions of
Aboriginal and
Torres Strait
Islander people
locally and
globally
Students explore
how humans
have affected the
Australian
environment.
Examples could
include:
Aboriginal and
Torres Strait
Islander
communities
care of the land;
clearance by

Resources:
iPad
Sticky notes

farmers and
subsequent
problems of land
degradation and
salinity; and
protection of the
natural
environment
through the
creation of
nature parks,
national parks
and marine parks
They understand
that protecting
the environment
requires that
people work
together as
citizens and
consumers and
participate in
appropriate
actions as
environmental
stewards or in
other civic action
to effect positive
change

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

Learning
intention:

Activity & Resource

AC links

-Dandenong
ranges
possesses
historical,
cultural and
environment
al features
that furthers
our
understandin
g of our local
community

Activity: Students go on an excursion to the 1000 Steps which is located in the

Dandenong Ranges. Students will use a map to locate relevant artefacts such as
memorial statues, plaques and information boards to further their knowledge on
historical events, specifically those related to World War 2. They will be required to
take photos, notes and recordings of both environmental and historical features on
the Lyrebird track and the Kokoda Track Memorial Walk respectively. The students
will locate the plaques to help them understand the significance of different points
along the Kokoda Track trail and the map provides some understanding of the very
rugged topography over which the almost 100 kilometre trail passes. Students
should also collect data on the environmental aspects of the 1000 steps, focusing
on sustainability issues associated with national parks. Information should be
collected from park rangers if available and plaques. Once back at school, students
will engage in Circle Time where they will each write a question on a sticky note
provided by the teacher which will be placed on the board and discussed as a class.
Students will also present their findings such as photos and recordings of the
activities completed during the day to further explore the history and
environmental significance of the 1000 Steps. Students will also reflect on how they
progressed with their mapping activities and whether they found it challenging.
Resource: iPads, notepad

They understand
that protecting
the environment
requires that
people work
together as
citizens and
consumers and
participate in
appropriate
actions as
environmental
stewards or in
other civic action
to effect positive
change
They learn about
national parks
and explore ways
of protecting
these unique
environments in
a sustainable
way for future
generations
They learn about
and interpret
their location
relative to other
places
Stories of groups
of people who
migrated to
Australia

-Students
collect
relevant data
to help
further their
knowledge
of historical
events

Activity: Students will collate their data that was gathered from the excursion to
the 1000 Steps and discuss with the class. They will research World War 2 and how
it affected Australia. Then students will create journal entries from the point of view
of a person migrating to Australia during the war. Students will talk about the
obstacles that occurred and create a set of realistic journal entries based on the
information they have gathered from the 1000 Steps and their online research.
Assessment: One week of journal entries and a picture of a highlight from each
entry demonstrating an accurate understanding of the war and its effect on
Australias population through migration.
Resources:
Paper
Pen
Internet
Books from the library

-Students
collect

Activity: Students will have to create a historical timeline detailing events that
occurred during World War 2 and specifically linked to how Indigenous Australians

(including from
ONE Asian
country) and the
reasons they
migrated, such
as World War II
and Australian
migration
programs since
the war.
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.
Students
research an
issue, or issues
using a range of
resources
including
electronic media

The impact of a
significant

relevant data
to help
further their
knowledge
of historical
events

were affected. Students will provide detailed information on a minimum of 10

events that occurred. The information can be gathered from the 1000 Steps, books,
the internet and other relevant sources. Students will be given the freedom to
choose how they present their timeline; it can be a poster, online presentation,
cartoon, retelling of the events etc. Students will be asked to share their timeline
with the class.
Assessment: Students will create a historical timeline detailing events of World
War 2 and its effects on Indigenous Australians. It will be assessed based on the
number of events researched and presented, the relevance of events chosen, the
accuracy and detail in descriptions of events and the creativity of timeline
presentation.

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.

Resources:
Books
Internet
Poster paper
Laptops/iPads
Props and costumes from the dress-up box

Understandi
ng our roles
and
responsibiliti
es as part of
a community

Activity: Students will research the rules and regulations associated with the
Dandenong Ranges National Park. In groups of 4, students are required to
brainstorm what they know about park rules and regulations (eg. Signs displayed in
parks) and discuss why the rules are important as well as who introduces and
enforces the rules. In groups of 4, students will create a 3D diorama using materials
from the classroom and the outdoors. On the diorama will be the groups rules and
regulations for their park. Finally, students will create a short (1-2 minute) skit on
how one of their rules can be enforced.
Assessment: Students will create a diorama of their groups park and will have
written the rules and regulations of the park on the side of the diorama. Students

They explore
effective ways to
care for local
places, and are
provided with
opportunities to
initiate and
participate in an
action on an
environmental
issue of personal
or group concern

will be assessed using a rubric which specifically looks at the relevance of the rules
and regulations enforced in a national park as well as the creativity of the diorama.
Resources:
Internet
Laptops/iPads
Poster paper
Markers
Student sourced materials for diorama

They understand
that protecting
the environment
requires that
people work
together as
citizens and
consumers and
participate in
appropriate
actions as
environmental
stewards or in
other civic action
to effect positive
change

Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?

Concluding, reflecting on and responding to the inquiry
Learning
intention:

Activity & Resource

AC links

Understandi
ng our roles
and
responsibiliti
es as part of
a community

Activity: Students have discussed the importance of sustainability, and will know

They understand
that protecting
the environment
requires that
people work
together as
citizens and
consumers and
participate in
appropriate
actions as
environmental
stewards or in

have the opportunity to become active citizens in assuring sustainability happens

within the school community. Students will collaborate together and create a
vegetable patch within the school, furthermore planting a few seedlings to promote
sustainability. Students need to consistently maintain their vegetable patch, as well
as the compost bin. Students will be involved in the clean up the school day
where each student will be rewarded a badge to encourage their sustainability
efforts. As a classroom a sustainability pledge/promise should be written on a
poster and every individual in the classroom will need to sign it to show team work
and a commitment to getting involved in as many acts as possible to help create a
sustainable future.

-The cultural
and
historical
importance
behind sites,
buildings
and artefacts

Resource:
Veggie seeds (carrot, tomato, apple ect.)
Plant pots
Soil
Cupboard
Poster ( A3 paper/A4)
Sticky tape /masking tape
Stapler
Badges / Badge machine ( hired)
Textures/ permanent markers

other civic action

to effect positive
change.

Activity: In groups of two, students will research the significance of poppies and Anzac
biscuits using information gathered from the 1000 steps as well as further research using
books and internet sources. Students will answer a question sheet asking them to
compound their knowledge of Anzac biscuits and poppies. Finally, students will be required
to create a poppy and cook Anzac biscuits using the following links:
-www.poppytime.com
-www.bestrecipes.com (Anzac biscuits)
Students will place their poppies in a rectangular block of floral foam which will be kept in
the classroom.

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

Resources:
Internet
Books
Data from 1000 steps
Poppy and Anzac biscuit question sheet
Pen
Anzac biscuit recipe: plain flour, rolled oats, brown sugar, coconut, butter, golden
syrup, water, bicarbonate of soda, baking tray, saucepan and sift
Poppy: green pipe cleaner, red and black cardboard, sticky tape, floral foam

Bibliography:

Victorian Curriculum and Assessment Authority 2015, Civics and Citizenship, Victorian Curriculum and Assessment Authority,
retrieved 27th April, <http://ausvels.vcaa.vic.edu.au/Civics-and-Citizenship/Curriculum>
Victorian Curriculum and Assessment Authority 2015, The Humanities-Geography, Victorian Curriculum and Assessment
Authority, retrieved 27th April, <http://ausvels.vcaa.vic.edu.au/The-Humanities-Geography/Curriculum>
Victorian Curriculum and Assessment Authority 2015, History, Victorian Curriculum and Assessment Authority, retrieved 27 th
April, <http://ausvels.vcaa.vic.edu.au/The-Humanities-History/Curriculum/F-10#level=5>.

News Life Media 2015, Anzac Biscuits, News Life Media, retrieved 27th April, <http://www.bestrecipes.com.au/recipe/anzacbiscuits-L79.html>.
Poppy Time 2014, Make a Paper Poppy, Poppy Time, retrieved 27th April,
<http://poppyappeal.com.au/assets/Posters/RSL0013MakePaperPoppy.pdf>.

Include referees AND images if appropriate here: