Brenden is Teaching


NameGold Unit
File 1129_inquiry unit planner to be used in assignment 2.doc
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Integrated Unit Planner:


SequentialLearning Experiences




SequentialLearning Experiences






Principles of Learning &Teaching

Referto Appendix E for Principles ofLearning & Teaching

Tuning In

Activities to engagestudents in the topic


Picture StoryBooks, look at Videos and Posters

Students will read avariety of picture storybooks watch videos and look at posters, asa class, in small groups and individually, about gold. Some ofthese books will include:

Excure Me Captain Cookby Michael Salmon

Into the Melting Pot byJacaranda Press

My Place by NadiaWheatley


Soverereign HillWebsite

Students will visit theSovereign Hill website ( explore the information presented. They will then use thewebsite to develop a 15 question quiz for other students toanswer.


Picture StoryBooks







Computers, Internet,Paper, Pens


3.1, 3.3, 3.4, 4.2, 4.4,6.1 (Refer to Appendix E)







2.1, 4.5. 3.3 (Refer toAppendix E)


Preparing to findout

Activities that giveinsight into what students already know and that prepare them forfurther investigation




Students will brainstormgold words as a class and make an A-Z on gold words and phraseswhich will be displayed in the classroom.


Think, Link, WinkTable

Students complete athink, link, wink table where they consider and identify thingsthey know about gold (Think), what they want to know about gold(Link), and how they are going to find out new knowledge relatingto gold (Wink).


Poster Paper,Tetras





Think, Link, Wink Table(Appendix A)


3.3, 4.2, 6.1 (Refer toAppendix E)






3.3, 2.2, 4.1, 4.4 (Referto Appendix E)


Finding Out

A shared experience fromwhich students will gather new information about thetopic.


Gold InternetResearch

In pairs students willvisit an internet site ( and use the links toanswer questions.



A guest speaker willvisit the school, and provide students with a interestingpresentation on the gold rush, how people lived during the goldrush, the value of gold and its properties. Students will also beable to see gold and will be given the opportunity to askquestions.


Occupationsduring the Gold Rush

As a class, students willtake turns to read a section each from the article related tooccupations during the Gold Rush. Students will become aware of thedifferent occupations for girls and boys. A class discussion willtake place after in relation to the different occupations.


Computers, Internet, GoldInternet Research Instruction sheet and Questions (AppendixB).







Occupations during theGold Rush Article (Appendix C)



3.4, 3.3, 4.1, 4.5, 5.2(Refer to Appendix E)




3.3, 4.2, 4.4 (Refer toAppendix E)





4.1, 4.2. 3,3, 1.3 (Referto Appendix E)

Sorting Out

Activities that helpstudents process the information that they havegathered.










Mapping wheregold is found in Australia and Victoria

Students will use theinformation which they have gained during previous activities, tomap where gold is found around Australia, in particular inVictoria. Students may need to use books and posters located aroundthe classroom to assist in the activity


Photos of peopleat work during the Gold Rush

In pairs or small groups,students will use computers and other gold resources around theclassroom, to access pictures/photos of people completing theiroccupations during the gold rush. Each pair/ group will focus on adifferent occupation; dressmaking, weavers, bonnet maker, soapmaker, washwomen, cook, confectioner, blacksmith, cooper, candlemaker, tinsmith, saddle makers, carriage builder etc. They willthen present their photos to the grade and display them around theclassroom

Map of Australia, booksand posters, pencils and tetras






Computers, Internet,Books, Posters, Articles, Videos, and other gold resources.


3.3, 4.5 (Refer toAppendix E)






3.3, 4.1, 1.3, 2.1, 5.2,5.3, 6.3 (Refer to Appendix E)


Going Further

Activities that challengeand extend students understandings.


Occupationsduring Gold Rush Speech

Students will choose oneof the occupations, which they have learnt about in previouslessons, and pretend they are a person with that job. Students willthen write a short speech (2 minutes) about themselves and theoccupations which they work in. Students may also include wherethey live, and information about their families.


Develop a FlowChart on how gold is found and turned into jewllery

Students will useprevious understandings, as well as computers and books to researchhow gold is found and turned into jewllery. Students will thendevelop a flow chart which will show the processes. This can bedone on the computer or by hand.


*Gold HomeworkProject (Appendix F). Students will begiven a project to complete for homework.



Gold Books, Occupationduring the Gold Rush Article (Appendix C)





Computers, Internet, GoldBooks.


3.3. 4.1, 4.6, 5.2, 5.3,5.4, 5.5, 1.3. 4.5. 2.1 (Refer to Appendix E)







3.3, 3.2, 3.4, 6.3 (Referto Appendix E)




1.4, 3.2. 4.6, 3.1, 3.3,5.2, 5.3, 5.5, 6.1, 4.5, 2.1 (Refer to Appendix E)


Making connections

Activities that helpstudents put it all together and draw some conclusions about whatthey have learnt.


Create a VennDiagram

Students will complete aVenn Diagram which will show the differences and similaritiesbetween Victoria in the 1850s and today. Students will draw ontheir knowledge gained in previous lessons, such as clothing wore,food, occupations, living standards, housing, transport, tools usedand their knowledge of todays society to complete theactivity.


Lotus Chart

Students will discuss andcomplete a Lotus Chart, relating to Gold in Victoria and topicscovered during the unit. Students will need to identify words andexamples relating to challenges, goldfields, convicts, aboriginals,free settlers, early schools, bushrangers and explorers.



Venn Diagram







Lotus Chart (AppendixD)


3.3, 4.4, 4.6, 3.1 (Referto Appendix E)







3.3, 4.2, 4.4, 5.4 (Referto Appendix E)


Taking Action

Activities that givestudents the opportunity to act upon what they havelearnt






Excursion to SovereignHill

Students will go on a 3day excursion in Sovereign Hill, where they are able to visit theGold Museum, have a tour of the Red Hill Mine, see a demonstrationof gold smelting, participate in gold panning, see demonstrationsof the wheel wrighting and rafts men completing their trades.Students will also have the opportunity to dress up in clothes woreduring the gold rush, visit houses and attended a school similar tothat during the gold rush period. During this excursion studentswill be taking photos and completing a activity sheet, which can befound on the Sovereign Hill Website (




1.2, 3.3, 6.2, 4.2, 4.5,3.4, 3.2, 3.1, 6.1, 6.3 (Refer to Appendix E)