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La Trobe University
Graduate Diploma in Education (Primary)

Lesson Plan 4

Name: Alex Rogers

School: La Trobe University

Topic: What would a miner in the new gold fields of Victoria eat?

Learning Area: Gold Rush ~ Victoria 1850s




Date: N/A

Year Level: Level: VELS Level 4; Grades 5 & 6

Duration: 90 minutes




Learning Purpose:

Historical reasoning and interpretation.
Builds upon overnight camp experience to Soverign Hill during week one.

To promote awareness of the miners routine and daily chores while making comparisons within the present world. This lesson will be used in conjunction with future units of studies relating to refugees, wealth distribution and indigenous lives. In addition to building upon the unit of work around immigration.

Encourage students to think in a comparative and reflective manner when considering the past and present situations of individuals.

Explore the basic necessity of eating, build upon the knowledge and experinec gained in the school garden and kitchen

Allow students to use current and prior knowledge while incorporatinmg new understandings.

To participate and contribute to group learning forums, Socratic circles.


VCAA (2008). Victorian Essential Learning Standards: Standards and progression points.
Retreived 05 May 2009, from http://vels.vcaa.vic.edu.au/assessment/progresspoints.html

VCAA (2008). Victorian Essential Learning Standards: The humanities - geography standards and progression points (level 4 standard). Revised Edition February, 2008.
Retrieved 13 May 2009, from http://vels.vcaa.vic.edu.au/assessment/ppoint/humanities/geography/index.html

VCAA (2008) Victorian Essential Learning Standards: The humanities - history standards and progression points (level 4 standard). Revised Edition February, 2008.
Retrieved 13 May 2009, from http://vels.vcaa.vic.edu.au/assessment/ppoint/humanities/history/index.html
VCCA (2008)

VCAA (2008) Victorian Essential Learning Standards: Interdisciplinary Learning- ICT and progression points (level 4 standard). Revised Edition February, 2008.
Retrieved 20 May 2009, from http://vels.vcaa.vic.edu.au/essential/interdisciplinary/ict/level4.html

VCAA (2008) Victorian Essential Learning Standards: Interdisciplinary Learning- Design, Creativity and Technology - standards and progression points (level 4 standard). Revised Edition February, 2008. Retrieved 20 May 2009, from http://vels.vcaa.vic.edu.au/essential/interdisciplinary/design/level4.html

VCAA (2008) Victorian Essential Learning Standards: Interdisciplinary Learning- Thinking Processes - standards and progression points (level 4 standard). Revised Edition February, 2008.
Retrieved 20 May 2009, from http://vels.vcaa.vic.edu.au/essential/interdisciplinary/thinking/level4.html#standards











Group set up



Materials

Engagement: (20 minutes)
Reading from a historical documents (online audio and shared reading).
Why did people flock to the gold field’s (population figures)
What would a gold miner eat?
Can you eat gold?


Group 1: (20 minutes)
What you think a miner would eat in the gold fields


Group 2: (20 minutes)
Do you think people in today’s world live in similar conditions to that of the miner

Group 3: (20 Minutes)
What would a gold miner eat today, what is different from the past

Group 4: (20 minutes)
Why would food be hard to source on the gold fields

(15 minutes)
Teacher demonstration of tea and damper making
(ingredients pre measured in maths class and preparation method written in English (procedural texts, recipes will vary between groups)
Recap safety points
(20 minutes)
In the above groups student will make bush tea and damper. (to be cooked in school ovens, turn on prior to lesson)

(20 minutes)
Groups to present ideas to class

Pulling it together: (20 minutes)
General discussion about aspects covered in the unit.

What to you know about the gold rush?

What more would you like to know?

Eating gold leaf covered treats, damper and drinking tea.

Cleaning up






Teacher talk
http://www.slv.vic.gov.au/collections/treasures/slazarus/index.html
http://pandora.nla.gov.au/pan/41739/20040505-0000/www.statelibrary.vic.gov.au/slv_/exhibitions/goldfields/canvas/canvas.htm
Class discussion

Students are grouped according to teacher’s knowledge of students mixed abilities.

The groups will be conducted in a manner similar to Socratic circles but will use a talking bag. With notes to be taken by the students on the left of the speaker

Teacher to scaffold student activity by asking or prompting questions as well as providing facts were required.
Students create a poster of ideas and share with the class, a graphic organiser is to also be created by each group to share with the other groups.



Each group member to contribute

Teacher talk

Student discussion

Shared discussion
(teacher to share relevant facts)

Teacher to write key comments on white board









(turn ovens on)


Data projector
Internet/computer
(back up hard copies)

Marker pen Poster paper, coloured marker pens.

Talking bag
Note taking folder and pens


White board and marker

Computers/inspiration program/printer

Plates
Cups
Sugar

Damper ingredients
Baking tins
Mixing bowls

Tea
Kettle
Tea pots
Plates

Example of a bush billy

Gold leaf

Chocolate bars covered in gold leaf (teacher to provide)

Tea towels
Cloths





Observations of students’ learning:
students learning will be gauged by general observation and the corresponding tasks undertaken in English (written responses the diary readings) and ICT classes (graphic organiser of gold related material).
Student participation and input at end of unit forum.
Student’s contributions and competency levels will be noted and feed back will be given in general class discussion and when required specific one on one feed back will be provided.

Teacher’s Resources:
Parry, A. (2007) The gold rushes: the discovery of gold. Macmillian Education Australia Pty Ltd

Parry, A. (2007)
The gold rushes: gold rush journeys. Macmillian Education Australia Pty Ltd


Cheng, C. (2007) Seams of gold. National Museum of Australia Press.

Reynolds, R. (2009) Teaching Studies of Society & Environment in the Primary School.
Marsh, C. (2008) Studies of Society and Environment: EXPLORING THE TEACHING POSSIBILITIES.



Catering for inclusion:
The controlled group allocation is aimed at ensuring a balance within groups, teacher assistance will be required to engage and prompt students on the margins.
The use of activities incorporating group work, shared reading, cooking, creativity, ICT and the pre lesson work in English and maths will allow for multiple opportunities for a student to contribute and excel.




Post Lesson (Extension):
Allow for class discussion at end of unit to canvas ideas for further inquiry
Moving beyond the individual gold miner and exploring the theme of Marvellous Melbourne.
Excursion: Melbourne's Golden Mile Heritage Trail
Explore the use of gold in modern day manufacturing (science)
End of year performance