UNIT PLANNER

Science overarching idea: Scale and measurement Year Level: 5/6 Sessions: 2 Overall aims of the unit At the end of this unit students will be able/capable of: Understanding how Indigenous cultures use the environment and observation to assist in navigation. Consider different ways to approach problem-solving. Using tools to accurately measure objects and events in the most accurate measurements. Working collaboratively to identify where methods could be improved. Date: 12/03/2013

Students questions selected and referenced answers:

Q: What are some other ways to find my way home using the environment around me? A: Natural sighting techniques: When out to sea in search of land the sight of seals basking on lumps of rocks in the water indicates that land is not far away. Clouds cirrus clouds on display are not a welcome sight, they indicate that a front is approaching. Observing birds habits and habitats. For example the Fulmar breeds in a particular area in mid-May. (Gooley, 2013) Astronomical knowledge and observational data: Observing correlations between the position of the stars and natural events important to the survival of the tribe such as availability of food, onset of particular weather conditions, moral guidance. Eg: Southern Cross makes up Tchingal (The Emu) which at different times of the year indicates the particular part of the breeding cycle the emu is in, therefore acting as a tool to predict season, time of year, and again availability of particular food. (Haynes, 2009) Q: How are Indigenous ways of navigating different to my ways of navigating? A: Indigenous navigation is founded on the concept that our natural world provides information that can be interpreted to determine location and direction. This includes reading the stars, the sun, ocean tides, as well as landmarks such as

rivers, rocks and trees. Indigenous navigational knowledge is passed on through generations using oral communication such as songs and stories, as well as creating drawings and paintings with various symbols. (Kawaharada, date unknown) Contemporary navigation incorporates evolving formats of technology. They use statistics, geographical information and history and equipment such as satellites to provide what is needed to navigate efficiently. Contemporary navigational knowledge is stored within technological equipment, which then allows it to be kept updated and people with appropriate tools (such as phones or computers) are able to easily access it digitally. One of the earliest contemporary navigational tools invented was the compass (in the early 11th century). (Genoun, 2006) Overall relevance of the topic and aims for the students social context and needs: The activities included in this unit are centred on the notion of navigation and orientation and aim to challenge and broaden students pre-assumed knowledge of this topic. This will be achieved by drawing on both indigenous and contemporary methods of navigation that primarily reflect the country in which they live. The topic provides opportunities to draw on a range of navigational practices used in order to foster an appreciation and value for crosscultural and methods. Activities are derived from student-initiated questions and therefore are relevant to their interests and needs. This will assist in the personal development of every day skills and survival techniques.

Teaching approach assigned and short description: Indigenous Knowledge

Indigenous knowledge encompasses the local knowledge of given society and involves the experiences, understandings and interpretations of the local environment. These can include informing practices of agriculture and animal husbandry; hunting, fishing and gathering; struggles against disease and injury; naming and explanation of natural phenomena; and strategies to cope with fluctuating environments. It can be passed on and sustained in culture through various forms, such as traditions, customs, folk stories, folk songs, folk dramas, legends, proverbs and myths. Indigenous knowledge can be integrated into science education, enabling an increased awareness of Aboriginal culture and identity. A bridging of ideas between Indigenous knowledge and Western knowledge can promote a mutual understanding and respect. Moreover, contemporary and environmental issues bring forth social and cultural dimensions which benefit from perspectives other than

Western science, in which Indigenous Knowledge may provide a useful contribution. (Hewson & Ogunniyi, 2011; Aikenhead & Ogawa, 2007; The Living Knowledge Project 2008; United Nations Educational, Scientific and Cultural Organisation, 2002) Key equipment / Key Australian Science curriculum Standard resources: (taken directly from the website): Laptops Important contributions to the advancement of science have been made by people from a range of Butchers paper cultures Pencils and Textas Scientific knowledge is used to inform personal and A4 paper community decisions Fact sheet (see Construct and use a range of representations, appendix 1) including tables and graphs, to represent and Y chart proforma (see describe observations, patterns or relationships in appendix 2) data using digital technologies as appropriate Compass materials; Suggest improvements to the methods used to - Template (see investigate a question or solve a problem appendix 3) - pen - ruler - magnet - 1 pin - sticky tape - bowl - water Session 2 Booklet (see appendix 4)

Key vocabulary: Navigation Scale Measurement Formal/ informal units of measurement Distance Direction Indigenous Alternative methods/tools Environment Observations Landmarks Map Symbols Verbal instruction (songlines) Stars/ Sun/ Sky

SESSION 1 Learning outcomes: Students will explore their own understandings of navigational methods and work collaboratively to construct knowledge and implement the use of indigenous navigational methods. Students will identify various indigenous observation strategies used to measure distances and spaces.

Specific activities session 1 Tuning in: Students will discuss following questions: What is the smaller thing you can think of? What is the largest thing you can thing of? What is the closest thing to you and the furthest thing from you?

Students will explore Scale of the universe website and return to questions previously discussed. Engage: Students Explore: Students will use observation to explore and discover a hidden destination with a group. Students will be briefed on behavioural expectations and physical boundaries before leaving the classroom. Students will be divided into two groups. Students will draw on observation skills/landmarks to navigate around floor guided by teacher. Students will create a set of directions using symbols and colours for a group to find the chosen destination on level 3, marked with an X. They will use a variety of methods discussed during the brainstorm to collaboratively design a map. Groups will switch directions with another group, using the map to search for the hidden destination. will brainstorm how the environment helps us to navigate (without technology), explore terms you might use. How do you find your way around? What things could you use to help you? If you didnt have a compass, GPS, iPhone or any technology to help, how could you find your way? Discuss, expand. Students will lead an orientating walk around the university floor. Encourage students to point out significant landmarks to find the way back to the classroom. Students will return with partner and design a simple map using the landmarks observed to reach destination. Students are free to utilise methods of their choice.

Explain and elaborate Students will discuss strategies employed to navigate level 3. Students share feedback on the effectiveness of the map they were given and how could it be improved.

Students will receive a fact sheet (see appendix 1) to read through and identify indigenous methods of navigation. Discuss similarities and differences between their map and indigenous methods of navigation (give examples to build on initiated ideas, prompt if necessary).

Evaluate Students will consider individually what they would like to learn more about alternative methods of navigation using the environment. Students will, using a Y Chart (see appendix 2) note: three things they learnt today, two things they would like to learn more about and one question they have. Invite students to share ideas and further questions.

SESSION 2: (Self guided) Student question1: What are some other ways to find my way home using the environment around me? Student question 2: How are Indigenous ways of navigating different to my ways of navigating? Learning outcomes: Students will investigate alternative methods of navigation using the environment. Students will examine a maps key features (for example, landmarks, north, east, south, west, and scale). Students consider the purpose of a compass and create their own. Specific activities session 2 Type of work: individual or in groups? A combination of small group and individual work Instructions for the students to follow: Step 1: Students to read and briefly reflect on activity booklet (see appendix 4). Step 2: Students commence Part A of instruction sheet (reading the story appendix 4, page 2). Step 3: Students record the main points found in the story Step 4: Individually, students will investigate the following questions using information drawn from story and map (appendix 4, page 3-4) provided. How do the people in the story use the environment to work out where they are?

What methods do Indigenous people use the sky to help navigate the land? On the map, indicate where North, East, South and West are located. Imagine you are lost and have ended up on the red dot on the map. You need to find your way back to school, in what direction will you need to walk? Find a partner who has also finished responding to the questions. Share and discuss any interesting things that you found. Consider any landmarks on your map that you could use to help recognise the way back to school.

Step 5: In pairs, students explore contemporary methods of navigation such as using a compass. They recall prior knowledge and share this with their partner. Step 6: With the same partner, students will create a compass. (instructions on page 5 of appendix 4. Student will also need a copy of appendix 3) Step 7: Using compasses, student will investigate the orientation of different areas of the school (eg. classroom door, library) Closure: As a group, students will share an aspect of the lesson that they found interesting. Early Finishers: Investigation - what would you call the direction if it wasnt directly on North or East but in between? Tidy and pack away resources. Students to keep compass for future use.