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Science Content Descriptions Relevant to this Unit of AusVELS Standards Science Curriculum Levels 4 &
Work: 5:
Earths surface changes over time as a result of natural They describe structural features common to living things
processes and human activity (ACSSU075) and describe relationships that assist the survival of living
things.
Science involves making predictions and describing
patterns and relationships (ACSHE061) They describe situations where science understanding can
influence their own and others actions.
With guidance, identify questions in familiar contexts that
can be investigated scientifically and predict what might Students suggest explanations for observations and
happen based on prior knowledge (ACSIS064) compare their findings with their predictions.
Important contributions to the advancement of science They explain how natural events cause rapid change to
have been made by people from a range of cultures Earths surface.
(ACSHE082)
Students explain how scientific knowledge develops from
Scientific understandings, discoveries and inventions are many peoples contributions and how scientific
used to solve problems that directly affect peoples lives understandings, discoveries and inventions affect peoples
(ACSHE100) lives.
Scientific knowledge is used to inform personal and They organise data into tables and graphs to identify and
community decisions (ACSHE220) analyse patterns and relationships.
UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE
Represent and communicate ideas and findings in a variety They suggest where improvements to their experimental
of ways such as diagrams, physical representations and methods or research could improve the quality of their
simple reports (ACSIS071) data.
Safely use appropriate materials, tools or equipment to They have an understanding of historical and cultural
make and record observations, using formal measurements contributions to science.
(ACSIS066)
Ask students: do you think that everyone in the world agrees with this timeline? Why? Why not?
Discuss that this is just one cultures opinion; one cultures version. It doesnt make it right or wrong it is just what they
believe.
Separate the group into three smaller groups; one focusing on the formation of land/mountains/valleys/etc; one focusing
on how the waters/rivers/seas were formed; and one focusing on how the sky/sun/moon came to be. Students are asked
to work individually, to create and draw a way in which each component is formed.
UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE
Once their individual drawings are complete, take one student from each group and form a mini-culture. With a pre-
service teacher, have students turn their pictures into a chronological timeline of creation. Ask students to justify their
decisions (e.g. fish cant live without water, so that had to come first).
When the timelines are in order, blu-tack them to the wall with the earlier Catholic timeline and as a class, let each group
explain their timeline and discuss how each culture is different but still valid. Add to the wall an Indigenous Perspective
and the Vietnamese Timeline and continue to discuss similarities and how there is no right or wrong way.
ASSESSMENT LEARNING JOURNAL: How many stories about the creation of the world do we know now? What have we
learnt about OUR views of different cultures? (Sneaky prompts: were all these timelines the same? Are any of them right
or wrong?)
SESSION TWO: MEASURING TIME IN DIFFERENT CULTURES
Learning Outcome: By the end of this lesson, students will have a greater understanding
of how different cultures have observed and interpreted time.
Ask students How can you prove to me what time of the year we are currently in without bringing me a calendar.
Ask students to go outside and get any object from the school grounds (e.g. leaves/jackets) to prove to the pre-service
teacher what time of the year it is.
Students have 5 minutes to find their objects and bring them back. Have a class discussion and come to a conclusion
that it is Autumn which means it must be either March, April or May.
Ask students to mark on their calendar where today might be. They can label their calendar to assist them. (Ask why
there are four sections).
Also ask students to mark their birthday on the calendar; ask them what seasonal changes/natural occurrences happen
around their birthday?
Whats the weather like on your birthday?
Heres another calendar with the seasons and give students print outs of the Czech Astronomical Clock from Prague.
Explain that this clock was made in 1410 and it tells ancient Czech time; therefore it is from the Ancient Czech culture.
Observe and discuss the different features of the clock/calendar. SEE ATTACHMENTS FOR IMAGES
The Astronomical Clock tells us: Monthly Illustration Descriptions:
- When the sun will rise January: the celebration of a birth of a child as the New
UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE
If time permits: Present students with the Indigenous Calendar and ask them how many seasons they think there are.
Pre-service teacher leads a discussion about this calendar and students again figure out where today might be and their
birthdays and see what else they can learn. SEE ATTACHMENT FOR IMAGE
1.4: This
Key Questions: demonstrates my
Apart from the date, what else can we learn from these calendars? How do these knowledge of
calendars compare to our calendars?
incorporating
ASSESSMENT LEARNING JOURNAL: Make sure students names are on all their Indigenous culture
calendars and then pre-service teachers will attach them to their Learning Journal for into the classroom to
evidence (To be returned to students next week). support Indigenous
UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE
In a lucky dip box have lots of every day objects (rubbers, pens, rulers, drink bottle, books, etc). Each child selects an
item from the box and uses that as a measuring tool to measure a table, chair and door. Students record their answers
on a handout.
As a group discuss who found this easy/difficult and why? Ask if some tools were better than others, why, why not?
Ask students what else they could use to measure things? (Brainstorm ideas).
Split the group in half, give one group a popsicle stick each and the other group nothing. Say that both groups need to
measure the doorway/tree. Pre-service teachers will be with each groups and observe how they do it. Once they have
figured out a method, the pre-service teachers will introduce a new method (e.g. The Native American method for the
group with popsicle sticks and the Egyptian Method for the group without sticks). Students then re-measure the
tree/door way and complete the maths with their pre-service teacher.
Students then come together and compare their answers. (Hopefully they are similar!)
Then, using the cultural tradition of oral language (aka jigsaw teaching strategy), have 1.4: This is a
students share their method with a partner. If time allows, have students try the new strategy for
method that they have just learnt from their peer. teaching Aboriginal
ASSESSMENT LEARNING JOURNAL: Refer to the Session Three Page in the Learning and Torres Strait
Journal. Students should briefly reflect on their learning. Islander students as
t is responsive to
Final Conclusion: Discussion (record in learning journals) about what students have learnt their culture
over the past three sessions about different cultures.
UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE
Session 2: How does the world tell the time? What have I learnt about today?
My Calendar:
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chair
table
doorway What do I think/feel about other cultures,
tree their beliefs and methods of measuring?
Interesting Silly Different Comfortabl
UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE