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Year Level

Grade 5

Author

Monika Minoski

The Australian Gold Rushes Era

Unit

Humanities - History

Essential Question

What life was like during the gold rush? (children,families,Gold seekers, Migrants)

How the Australian Gold rush has influenced the history and growth of our country?

Understandings

Thinking Tools

Events that change the world, recorded as important moments in history.

Important events will continue in shaping our world.

The key events in the history behind the Australian gold rushes.

Australian gold rush has influenced the history of the establishment and growth of Australia.

Prominent figures that hold a significant role in shaping the future of Australia.

Ordering events
Identifying and acknowledging sources of historical information
Representing information on a timeline, in a narrative format
Identifying and analysing events in time
Presenting a point of view

Rationale & Educational


Philosophy

The knowledge and understanding of history in specific events that have had an influence in shaping our world
is a vital component for any student who desires a comprehensive understanding of the present world they live
in. The aim of this unit if not just to accept past events but to further investigate why they occurred and how the
after effects have placed an impact.
Additionally, this unit of work primarily focuses on the Australian Gold Rushes and its influence on Australia.
Therefore the key ideas underpinning this inquiry unit are : students will gain a greater understanding of the
Australian Gold Rushes, form an understanding on how families, children and workers, lived through this
particular historic event and the importance of migrants and their influence on the growth of our economy. To
teach this Unit I as a teacher must revisit the history of this particular event and decipher what is vital for my
students learning and how it will be delivered.

In terms of my educational Philosophy I believe as an educator that a successful Inquiry unit must incorporate
the following:
A variation of tasks set to cater for my students needs therefore they can build on their existing knowledge
Rephrasing questions and explanations to aid students that may have had trouble understanding in the past.
Implementing the use of concert materials in support of those students developing particular concepts
Relating learning to everyday life examples relating to students and their world
Incorporating a variety of teaching strategies that cater of all my students. Gardner multiple intelligence
theory had influenced the learning sequence that I have created for this unit. For example, I have
implemented a set range of tasks that specifically cater for the different learning styles within my classroom.

Link to the framework


(Ausvels)

By the end of Level 5, students will be able to identify the causes and effects of change on particular
communities, and describe aspects of the past that remained the same. Furthermore describing the different
experiences of people in the past, describing the significance of people and events (Ausvels 2015).
Students sequence events and people (their lifetime) in chronological order, using timelines. When researching,
students develop questions to frame an historical inquiry. Students identify a range of sources and pinpoint and
record information in relation to this topic. Recognising points of view. Students develop, organise and present
their texts, including narratives, using historical terms and concepts (Ausvels 2015).

Historical Knowledge and understanding:


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. (ACHHK095)

e5 Phase : Engage
*Develops shared norms *Determines readiness for learning
*Establishes learning goals *Develops metacognitive capacity

Blooms Taxonomy : Knowledge


Week 1
Turning in
Lesson 1:Introduction
Activities to engage students in the
topic
Students will each be given a worksheet (refer to in Appendix One, KWL worksheet) demonstrating their prior
knowledge, and their further interests within the topic. When students are finished, a group discussion will be
Learning Intention
Students will clearly be able to state initiated. Will be prompted by questions such as what is the gold rush? How has it changed Australia? Who was
involved ?
what they know and want to learn
A mind map will be constructed and answers will be written on the board.
about this topic.
During discussion, a youtube clip will be played introducing the importance of the Gold rush and framing the
Success Criteria
children s mind, getting them ready for this particular inquiry unit.
Children can identify what they
Once finished, discussions will be focused on the clip and what children had observed.
would like to investigate and

explore within the inquiry unit.


Their observations will help children in filling out the last column of their worksheet, What had they learned?.
Students will be instructed to paste this into the begging of their humanities book, for future reference.
Assessment - Formative
Observations during in class
activities
Question and answer sessions
formal/informal
Partaking in group discussions

Ausvels level 5 Humanities-History:


Use historical terms and concepts (ACHHS099)
The Australian Gold Rush, 2014, video file, viewed 13th April 2016
<https://www.youtube.com/watch?v=R8suJWjxRmg&nohtml5=False>

e5 Phase : Engage
*Develops shared norms *Determines readiness for learning
*Establishes learning goals *Develops metacognitive capacity

Blooms Taxonomy : Knowledge


Lesson 2 : Brainstorm Brainstorming De Bonos 6 thinking hats
Learning Intention

Laminated picture of the hats are placed on board and questions/answers written under them. Students will
copy in their humanities books.

Students are able to recall specific


information and apply it.

White
What year did the Australian gold rush begin?
Success Criteria
Red
How do you think the workers felt in those terrible conditions? How do you think the children/families felt
Students can recall certain pieces of living in this time? How did the migrants feel?
information observed and apply it. Black
Why were most of the workers poor? Why was life so hard if you didn't find any gold?
Assessment - Formative
Green
What other events happened during the gold rush?
In
class
activities
students

Yellow
informally present their results
What did most cities include for gold seekers and their families?
The blue hat will be left to be completed for homework.
Homework task:
List a few dot points on the following question.
Blue
What are the key points about the Australias Gold Rush? Why did it begin?

Working together as a group


brainstorming
Testing what they and have
learned so far.
Home work activity

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Identify questions to
inform an historical inquiry (ACHHS100)
(Brennan 2007)

e5 Phase : Engage
*Develops shared norms *Determines readiness for learning
*Establishes learning goals *Develops metacognitive capacity

Blooms Taxonomy : Knowledge


Lesson 3: Introducing life on the Gold fields
Learning Intention
Students will understand the life of In this lesson students will become familiar with life on the gold fields.
people living through the gold rush.
Whilst the youtube clip is playing, Students will be sitting in a circle. Questions such as where did most gold
seekers come from? What food did they eat? What clothes did they where? the equipment they had? where did
Success Criteria
they sleep? will prompt discussion.
Students are able to discuss the

difficulties people were faced with Two A3 posters with a drawing of a gold seeker on one and a drawing of a Migrant on the other, are laid out on
and why.
the floor. As a group all students will have a turn writing key points on the posters.
This will help students distinguish the two figures. Photographs will be up giving students an idea of what they
Assessment - Formative
look like.
The posters will be hung in the classroom for future reference.
In
class
activities
students

informally present their results


This lesson will defiantly frame students mind in preparation for the exploring stage, exploring the lives of gold
seekers and their families.
Working together as a group
listing points discussed
Homework task is due from Lesson 2:Brainstorm.
Testing their listening and
observing skills
Discussions between student and
teacher formal/informal

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099)


Life On the Goldfields,2013,video file,viewed 13th April 2016
<https://www.youtube.com/watch?v=pRnPcoub70g&nohtml5=False>

e5 Phase : Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Blooms Taxonomy : Comprehension
Week 2
Learning Intentions

Lesson 4: All about Gold

This lesson will focus on the properties of gold and how hard it was to actually find.
To prompt students thinking, teacher will start the lesson by reading To The Goldfields Rachel Tonkin.
Discuss certain things about the book, whether the children liked it or not, what they had learned, what they had
found interesting.
Students will be instructed to get their humanities books out , ready to write down important information on
gold. Teacher will put up a photo of a gold nugget and next to it there will be facts about gold.
Students will write down 3 facts that interested them the most about gold and why they think it is worth so
much? Initiating a group discussion

Students will understand properties


of gold and its worth.

Success Criteria
Students are able to engage and
partake in group discussions.
Assessment - Formative
Whole class discusses ensure
same level of understanding
Question and answer sessions
formal/informal
Home work activity

To conclude this lesson students are to write down 3 things that they wish to know about gold
This will be set as a homework task, due next lesson. Researching what they would like to know.
Furthermore, Lesson 2: Brainstorm, Teacher notes: homework was graded, Most students were able to identify
the key facts. Some were more in detail than others. Stickers and stamps were for positive feedback.
Teacher notes : This homework activity is able to give teachers an idea of where students are at and whether
they are on the same level of understanding. In this case, they are. If not, perhaps revisiting lessons on the
history of the gold rush era.
Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Locate information
related to inquiry questions in a range of sources (ACHHS102)
(Tonkin, R,1999)

e5 Phase : Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Blooms Taxonomy : Comprehension
Learning Intention
Students will understand that
chances of finding gold was very
low.

Success Criteria
Students show determination on
finding gold.
Assessment - Formative
In class activities students
informally present their results
Whole class discusses ensure
same level of understanding

Lesson 5: Making Our Own Gold

(Homework must be handed in on the teachers desk.)

Teacher will provide materials. Newspapers are spread out on all the tables. Glue, spray paint, paint will be
accessible.
Students will be instructed to make their own Gold Nugget. A photo on the interactive white board will be up.
Before commencing teacher reminds students about responsibility, working together and respecting the
materials used.
The students can then go our in the yard to collect small rocks which will pose as their golden nugget.
Supervised by the teacher of course.
Once all students find their rock, we all go in the class as a group and begin.
Teacher is roaming around and helping students. As well as correcting homework and returning it to the
students.
When time is up the teacher will use the whistle and students will pack up and leave their golden nugget to dry.
Gold will be placed around the room strengthening this inquiry unit.

Homework Activity: Lesson 4:All about gold


Teacher notes : This homework activity is able to give teachers an idea of what students are interested in and
Student feedback of the task, how can pose as a guide for future lesson plans.
they felt.
Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Develop texts,
particularly narratives and descriptions, which incorporate source materials (ACHHS105)

e5 Phase : Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Blooms Taxonomy : Comprehension
Learning Intention
Students will understand that
chances of finding gold was very
low.

Lesson 6: Gold rush in the classroom

The teacher will explain to the students that all the golden nuggets will be hidden in challenging places.
Success Criteria
Students show determination on
finding gold.

While the students are in sport/art/music teacher will hide the golden nuggets.

Assessment - Formative
In class activities students
informally present their results
Whole class discusses ensure
same level of understanding

The purpose of this lesson to for students to understand that finding gold was not easy.

When they return, students will be instructed to find them. After a decent amount of time is given for the
students to try and find gold they will be asked to reform as a group.
Discuss, how they feel when they took a while to find gold, frustrated? Were they willing to give up? tired?
hungry? Link discussion back to how gold seekers may have felt, and how rare it was to actually find a golden
nugget. Students are to write about their experience in their humanities books after discussion.

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Develop texts,
particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of
Student feedback of the task, how communication forms (oral, graphic, written) and digital technologies (ACHHS106)
they felt.

e5 Phase : Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Blooms Taxonomy : Comprehension
Lesson 7: The Gold Rush Game

Week 3

Learning Intention
Students will build understandings
and appreciations for how people
lived during the gold rush era and
how this compares and differs to
their lives now.
Success Criteria
How well students are able to take
on the lives of gold seekers,
adjusting to the environment.
Assessment - Formative
In class activities students
informally present their results
Whole class discusses ensure
same level of understanding
Listening
successfully partaking in the task

Summative
Performances - role play

This lesson is allowing students to step into the life of gold seeker through role play.

The Gold Rush Game (refer to Appendix Two).


Once time is up teacher will blow on whistle, students will pack up the classroom and reform as a group.

We will discuss as a class:


Miners license, how much they cost, when it was fought and changed cost 30, what was it replaced with? why?
The digger would work all day until the sun goes down, on the weekends they would rest and buy food,
sometimes they would work on Saturdays too.
Campsites were hot, humid and often muddy, poor working conditions, there wasnt much water, gold seekers
with families hard found it quite difficult
Diggers and their equipment (pick, shovel, axe, bucket) for searching for gold. They also needed a cooking pot,
knives, forks, plates and spoons.
Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Develop texts,
particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of
communication forms (oral, graphic, written) and digital technologies (ACHHS106)

e5 Phase : Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Blooms Taxonomy : Comprehension
Learning Intention
Children will understand a day in
the life of women and children.

Lesson 8: Women and Children on The Gold Fields

Success Criteria
Clearly able to make comparisons
between then and now.

The lesson will then focus on women and children on the gold fields and how it compares to life now. Teacher
and students will look at photographs on the interactive whiteboard providing information on children and
women.

We will discuss as a class:


How children had to work as hard as the adults
Most children did not attend schools
Lack of education was very low
Teachers had hardly any equipment
Teachers also had to pack up and move to new places
No technology? no books?

Assessment - Formative
In class activities students
informally present their results
Whole class discusses ensure
same level of understanding
Listening
successfully partaking in the task

Summative
Self evaluation (self editing )
Self assessment

The students will then be instructed to write a short story of a day in the life of a gold seeker. As the narrator
they can choose to be a gold seeker, child, women, immigrant.

As a group we will from a plan together, proving an example for the students, including the plot, characters,
event and setting.

Student will then go off and create their own plan in their humanities book, once finished and checked they will
be responsible for editing and correcting their own work, only then they can get it checked by the teacher and
move on to their good copy.
Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Develop texts,
particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of
communication forms (oral, graphic, written) and digital technologies (ACHHS106)

e5 Phase : Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Blooms Taxonomy : Comprehension
Learning Intentions
Students will know there specific
research topic and should be able to
identify the keys points of this area.
Success Criteria
Researching key information and
applying it to their set task.

Assessment -Formative
Use of resources
Listening
Recall of information

Summative
Research project

Lesson 9: Research Posters


Students will be informed that this session will be held in the library.
Given the topic discussed last lesson each student will be placed in a group of four according to their behaviour
and ability.
Each group will be given a name:

Food
Clothes
Equipment
Families
Children/schooling
Migrants

The groups task is to research key information, through computers or books, to fill their poster. They are also
allowed to draw pictures and make their poster presentable. However they are to gather information first
before drawing.

The teacher will be roaming around the library, helping students in need, encouraging and supporting them,
providing books/websites for students.
At the end of the lesson teacher will collect and place posters around the classroom for future reference.
If students are not finished they will be given time next lesson.
Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Develop texts,
particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of
communication forms (oral, graphic, written) and digital technologies (ACHHS106) Locate information related
to inquiry questions in a range of sources (ACHHS102)

e5 Phase : Explain
*Presents new content *Develops language and literacy

*Strengthens connections

Blooms Taxonomy : Application


Week 4
Learning Intentions
Students be able to comprehend

Lesson 10: Dramatic Role Play

Success Criteria
Students work collaboratively
together.

Students will be formed in to groups of five. They will be instructed to choose one of their narratives they had
written last lesson and create a dramatic role play, brining their story to life.

This lesson will be spent on organising groups, groups choosing a story and students organising, discussing on
how to produce and deliver this dramatic play.

Assessment - Formative

Listening to instructions

They will write a list of materials/props they need and give to the teacher.

In class activities students


informally present their results
Working collaboratively together

Summative
Performances - Role play

(Students are given 20 mins to finish their posters)

Students will create a short dialogue and rehearse their play, which will go into their humanities book. Students
may go outside to practice but must stay around the classroom where the teacher can see them.

Encourage them to practice outside of school.

Perhaps provide examples of plays


Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Develop texts,
particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of
communication forms (oral, graphic, written) and digital technologies (ACHHS106) Locate information related
to inquiry questions in a range of sources (ACHHS102)

e5 Phase : Explain
*Presents new content *Develops language and literacy

*Strengthens connections

Blooms Taxonomy : Application


Lesson 11: Continue practicing dramatic play

Learning Intention
Student will use their imagination
and mimicking the their chosen
narratives

This lesson will be devoted to students rehearsing and finalising their play.

Success Criteria
Students work collaboratively
together.

Teacher will bring in most of the materials on the list provided. (props)
Students will practice with materials in play.
Teacher will roam around the room observing, asking questions and helping where needed.

Teacher will explain the procedure for next lesson as all groups will present their play.
Students develop their dramatic
role play.

Students are more then welcome to bring in food/snacks for next lesson.

Assessment -Formative
Listening to instructions
In class activities students
informally present their results
Working collaboratively together
Summative
Performances - Role play

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Develop texts,
particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of
communication forms (oral, graphic, written) and digital technologies (ACHHS106) Locate information related
to inquiry questions in a range of sources (ACHHS102)

e5 Phase : Explain
*Presents new content *Develops language and literacy

*Strengthens connections

Blooms Taxonomy : Application


Lesson 12: Preforming the dramatic role plays

Learning Intention
Students will understand the
importance of supporting their
peers.

Before the plays commence, encourage to the students to be supportive and respectful of other groups
as it is not easy preforming in front of a crowd. Classroom is set up, a table full of snacks and drinks.
Groups will be drawn out of a hat determining who will go first and so forth.
Students begin to present play.
Teacher will observe their determination and efforts. They will explain which story they chose and why?
They will receive positive feedback from teacher, students will also be asked to give feedback to others.
Once finished, student will be asked how they felt? did they enjoy that activity? Discuss how different was life
back then to now.
Teacher will record these plays for future use.

Success Criteria
Students develop and deliver the
dramatic role play.
Students effectively communicate
their narrative through role play.
Students effectively preform their
role play.
Students make use of their
resources.
Students work collaboratively
together.
Students provide positive feedback
to their peers.

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099)

Assessment - Formative
Listening to instructions
In class activities students informally present their results
Working collaboratively together
Whole class discusses ensure same level of understanding
Summative
Performances - Role play
student/teacher feedback
Self evaluation (Task evaluation )

e5 Phase : Elaborate
*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress
Blooms Taxonomy : Analysing and Synthesising
Week 5
Learning Intention
Students will understand the
purpose of Sovereign Hill.

Lesson 13: History of Sovereign Hill

Success Criteria
Students partake in group
discussions.

This lesson is to set students mind frame and prepare them for the Sovereign Hill Excursion.
In this lesson students will reflect on the history of sovereign hill.
Prompt questions include:
What is sovereign Hill?
Why is it there?
How did it all begin?
Whilst watching the clip, as a group we will go through certain parts and discuss.
Teacher will explain that students will need to a research project on an area of The Gold Rush that we have
discussed throughout this unit. Students are welcome to do powerpoint presentations or posters.
Time will be allocated in this lesson to brainstorm about ideas for their Research Project.
An assessment rubric (refer to appendix three) will be given to them on this day.
Students will have the responsibility of critiquing their own work, once finished.

Assessment - Formative
In class activities
Question and answer sessions
formal/informal
Partaking in group discussions
Whole class discusses ensure
same level of understanding
Listening to instructions
Summative
Research Project (powerpoint/
poster)
Self - Evaluation

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099)


Assessment Criteria: Rubric (Students are given a copy)
Students are to fill this out assessing their projects and their ability to demonstrate understanding of The
Australian Gold Rush.
Students will also be given a rundown on behaviour, respect and what is expected during the excursion.
(Time, place etc) will also be discussed.
Sovereign Hill 2011, Sovereign Hill promotional video, video file, viewed 13 April 2016
<https://www.youtube.com/watch?v=ywhO7FCzTgk>

e5 Phase : Elaborate
*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress
Blooms Taxonomy : Analysing and Synthesising
Lesson 14: Sovereign Hill (Students will be reminded on behaviour, respect and what is expected during

Learning Intention
Students will experience the gold
rush through the facilities of
Sovereign Hill.

the excursion.)

Success Criteria
Students complete the worksheet.

Students will be give a worksheet which must be filled out during the excursion.
Questions include: (Refer to appendix four)
What didn't I know about the gold rush?
What did I find most interesting?
What was my favourite part of today?

Furthermore,
Students will be put in pairs, they may explore Sovereign hill together or in groups, working on the sheet. Once
completed they are free to partake in what Sovereign Hill has to offer.

Students explore and participate in


activities at Sovereign Hill.
Students partake in group
discussions.

Assessment - Formative
Question and answer sessions
formal/informal
Partaking in group discussions
Whole class discusses ensure
same level of understanding
Listening to instructions
Applying what they know to the
task
Summative
Student Evaluation (refer to
Appendix four)

Teacher notifies a time and place to meet before leaving.


To conclude this lesson, once back in the class room, students are to sit in a circle, going round teacher ask
students what they had written down on the worksheet.

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Identify and locate a
range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources
(ACHHS102)Identify points of view in the past and present (ACHHS104)

e5 Phase : Elaborate
*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress
Blooms Taxonomy : Analysing and Synthesising
Lesson 15: Working on Research Project

Week 6
Learning Intention
Students will understand the
importance of organisation and
using time effectively.

This lesson will allow students time to work on their research projects.

If students have any questions or require any help, teacher will be roaming around the room.

Success Criteria
Using time effectively
Utilising the assessment criteria
Utilising resources
Researching relevant information
Assessments - Formative
In class activities
Question and answer sessions
formal/informal
Whole class discusses ensure
same level of understanding
Listening to instructions
Applying what they know to the
task
Summative
Research Project (Powerpoint/
Poster)

All resources will be accessible for students.


Students are able to work on this at home, if needed.

Teacher must endure the students are well aware of when they are due and they students are on the right track.
If Teacher feels like students need more time, more time will be given.
Teacher will hold lunch sessions where students can eat their lunch whilst working on their projects.
Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099) Locate information
related to inquiry questions in a range of sources (ACHHS102) Sequence historical people and events
(ACHHS098)
Assessment Criteria: Rubric (Students received a copy)
Students are able to start filling this out will be used to assessing their ability to demonstrate understanding of
The Australian Gold Rush.

e5 Phase : Elaborate
*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress
Blooms Taxonomy : Analysing and Synthesising
Learning Intention
Students will deliver what they
have learnt through the unit.

Success criteria
Students successfully present their
research projects.
Students respect their peers

Lesson 16: Presenting


Before presentations commence, encourage to the students to be supportive and respectful of others
Students are to present their research projects.
Teacher is marking their efforts through the assessment rubric students had received earlier.
Teacher/Student feedback will be given.

Ausvels level 5 Humanities-History: Use historical terms and concepts (ACHHS099)

Assessment - Formative
In class activits
Testing what students know, what Assessment Criteria: Rubric
they have learned, how they
Same rubric students were given will be used to assess the students Presentations and ability to demonstrate
applied it to the project
understanding of The Australian Gold Rush.
Summative
Teacher/student feedback
Presentations

e5 Phase : Elaborate
*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress
Blooms Taxonomy : Analysing and Synthesising
Lesson 17: End of unit
Learning Intention
Students show enthusiasm and
interest in demonstrating their work This lesson invites and welcomes parents/guardians, where students show case their hard work and efforts
through this unit.
to their parents.
Teacher will elect two students to explain on behalf of the class, what they have learnt, interesting facts and
what was most enjoyable.

Tea/coffee/snacks will be provided.


Success criteria
Teacher will play the video montage of students dramatic role play, that was done earlier in the unit. Teachers
Students engage with their inquiry will also show another video of students adventure at Sovereign hill.
unit to express knowledge and
understanding of The gold rush era. To conclude this lesson, each student will be given a chocolate and a sticker for great work through out the

inquiry unit.
Assessment - Formative
In class activits
Whole class discusses ensure
Ausvels level 5 Humanities-History: Use a range of communication forms (oral, graphic, written) and digital
same level of understanding
technologies (ACHHS106)
Listening to instructions
Summative
Teacher/student feedback
Student evaluation of the inquiry
What they liked/disliked?

End of Unit Reflection


Pluses
What worked?
What was successful?

Minuses
Issues? Problems? Dangers?

When it came to group/pairs work most


A variation of tasks set to cater for my
students will run or look at their friends
before I finish my sentence. Some students
students needs building on their existing
were left out with no group or partner
knowledge
Rephrasing questions and explanations to
Some students did not work well together in
aid students that may have had trouble
regards to behaviour and ability
understanding in the past.

Implementing the use of concert materials


in support of those students developing
particular concepts

Incorporating a variety of teaching strategies


that cater of all my students. Gardner
multiple intelligence theory had influenced
the learning sequence that I have created for
this unit. For example, I have implemented a
set range of tasks that specifically cater for
the different learning styles within my
classroom.

Ideas
Improvements for next time?
Research strategies on choosing appropriate
groups, therefore all students are included and
work well together.

For example:

Drawing names from a hat


Give students a number from 1-5
Instead of numbers, colours
Set groups up according to their ability and
behaviour

Reference List:

Brennan, B 2007, You get what you give, no. 179, p. 34-35

Life On the Goldfields,2013,video file,viewed 13th April 2016


<https://www.youtube.com/watch?v=pRnPcoub70g&nohtml5=False>

Sovereign Hill 2011, Sovereign Hill promotional video, video file, viewed 13 April 2016
<https://www.youtube.com/watch?v=ywhO7FCzTgk>

The Australian Gold Rush, 2014, video file, viewed 13th April 2016
<https://www.youtube.com/watch?v=R8suJWjxRmg&nohtml5=False>
Tonkin, R,1999, To The Goldfields, National Library of Australia, Ballarat, Vic
Victorian Curriculum and Assessment Authority 2015, Level 5 Humanities History, F-10 AusVELS Curriculum, Australia, viewed 13th April 2016
<http://ausvels.vcaa.vic.edu.au>

Appendix One - KWL Worksheet

Name _______________________________________________ Date ______________________

KWL Chart
Before you begin your research, list details in the first two columns. Fill in the last column
after completing your research.

Topic
What I Want to Know

What I Learned

Copyright Houghton Mifflin Company. All Rights Reserved.

What I Know

Appendix Two - The Gold Rush Game


Materials :
Costumes and props (hats, shirts, plastic plates - gold pans, cut outs of picks, plastic cups ,water, plain biscuits
Laminated paper gold coins or plastic coins
Miners licenses
Shop prices
Rules:
Each student receives 15 gold coins.
Decide to search for gold or start a business.
Starting a business students must give 5 coins for opening fee , receiving items to sell, price lists and their store. - drink one cup of water and eat one biscuit every
20 minutes.
Search for gold, buy a miners license for 5 coins. Licenses lasted a month, todays class they will only last 10 minutes, students must buy a new one after that
time or choose to stay back.
Miners must first buy a pick and a gold pan = eat one biscuit and drink a cup of water every 10 minutes.
Students can leave their store and search for gold at any time but they must buy a license, and miners can choose to set up a business but must pay the opening
fee.
All licences and shop equipment can be bought from the teacher.
Shop Price List: (Students will have a copy)
1. Gold Pan 2 coins
2. Gold Pick 2 coins
3. Water 1 coin
4. Plain Biscuit 1 coin

Appendix three - Assessment Criteria

(Students are given a copy for self assessment


Teachers use the same criteria when marking students)

Assessment Criteria
Shows extensive knowledge
relevant to their project.

1 = Shows no understanding of
their topic

2= Shows some what


understanding of their topic

Name:
3= Shows great understanding of
their topic

Able to engage their audience.

1 = Unable to engage their


audience

2= Able to engage little interest of 3= Strongly interests and


their audience
engages the audience

Main Ideas were presented in an


orderly and clear manner.

1 = Main ideas were unclear,


difficult to understand

2= Some main ideas were


presented, was somewhat clear

Is responsive to the audiences


questions.

1 = Unable to respond to quinces 2= Was able to respond to


questions
somewhat questions

3= Main ideas were clearly


presented, simple to understand

3 = Confidently answered
audiences questions

Appendix Four - Sovereign Hill Worksheet - Student Evaluation

Name:

1. What didn't I know about The Gold Rush?

2. What did I find most interesting ?

3. What was my favourite part of today?