Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Inquiry Question
Teaching proposal
BIG ideas
1. The location of the CBD and the places of
significance within it.
2. 2. The CBD has a strong History that has and will
continue to develop over time.
Learning intentions
Key skills
Assessment Evidence
Mindmap - information that students have learnt throughout the lesson sequence will be added to their mindmap. This will take place after lessons
1, 4, 7 & 10.
T.V. Advertisement
Twitter posts - evidence understanding of role of a key figure
Premiers Sustainability Award submission
History
Geography
Economics &
Business
code
Skills
code
(ACHHS098)
(ACHHS102)
(ACHHK095)
(ACHGK027)
(ACHGK029)
(ACHEK011)
(ACHGS044)
(ACHGS036)
(ACHES015)
Civics &
Citizenship
(ACHCK027)
(ACHCS040)
Indigenous
code
N/A
Organising ideas
code
N/A
Asia
OI.8
Sustainability
OI.7
GENERAL CAPABILITIES
Literacy
Numeracy
(ICT) capability
Intercultural
understanding
Critical and
creative
thinking
Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry
Learning Intention: Activity & Resource
AC links
Activity
Watch a Youtube Video about the Melbourne CBD. In groups of 2 or 3, students can create a Mindmap
about what they know about the CBD. They can add to their mindmap at the end of lessons 4, 7 & 10
using different coloured pens.
Resource
YouTube clip, Students workbook
(ACHCS040)
(ACHHK095)
(ACHHS098)
(ACHHS102)
Activity
Students are to research a key figure into the establishment of the CBD and create 4-6 twitter posts if
you were that person and upload onto class discussion board.
Resource
iPads, List of key figures in CBD, Twitter example
(ACHGK027)
(ACHGK029)
(ACHHK095)
(ACHHS102)
Activity
Battleships - Students to use Melways map 43 of the CBD. In partners, students are to choose a place on
AC links
(ACHGS044)
(ACHGS036)
the map. They need to guess their partner's space using grid references. In the 2nd round they can only
use street names.
Resource
Melways Map 43 printed A3 and laminated, Whiteboard markers
1, 4
Activity
Students will create a map of the CBD on the basketball court with chalk with streets and major landmarks.
In partners, they direct each other to different locations using only street names and directional language.
Resource
Chalk, Melways map 43
(ACHGS036)
(ACHGS044)
1, 2, 4
Activity
Excursion to CBD - Students will explore and navigate different areas/places of the CBD. They will spend a
couple of hours in Chinatown familiarising themselves with the culture. They will take photos and be
required to create a class timeline of when different places were established in the CBD.
(See images of places within CBD below)
Resource
iPads, Photos
(ACHCS040)
(ACHEK011)
(ACHHS098)
(ACHHS102)
Activity
3 activities to celebrate Chinese culture and some traditions they have introduced to the CBD. The students
will make Chinese lanterns, a little dragon puppet and cook fried rice. They will also be learning about why
these things are significant to the Chinese culture.
Resource
Electric frypan, Fried rice ingredients, Fabric for puppet, Lantern template
(ACHGK027)
(ACHGK029)
(ACHHK095)
(ACHHS102)
OI.7
Activity
AC links
(ACHHS102)
Students will required use Glogster (www.glogster.com) to create a tourism presentation for Chinatown,
encouraging people to visit it and making use of persuasive language.
Resource
Glogster
(ACHEK011)
(ACHHK095)
Activity
Create a 30 second TV advertisement for a business/landmark within the CBD, selling the business
and encouraging people to go there. Students must create a script and include 3 facts about the
business.
Resource
iPads with iMovie, costumes
(ACHHS102)
(ACHEK011)
3, 4
Activity
Who Am I? Guessing Game - students create a poster with 5 clues leading to a particular place or
person that has been looked at throughout the unit. Play the final product with a partner.
Resource
iPads, Student workbooks
(ACHCS040)
(ACHHS102)
(ACHGK029)
Activity
Make a submission to the Premiers Sustainability Award outlining a future problem that the CBD will
encounter in the future and how to solve it.
Resource
Student workbooks
(ACHHS102)
(ACHCS040)
OI.7
OI.8
References:
ACARA 2014a, Humanities and Social Sciences: Grade 5 & 6, ACARA, retrieved 6 May 2015, <http://www.australiancurriculum.edu.au/Browse?
layout=1&browseLayout=2&a=H&a=G&a=ENB&a=CNC&y=5&y=6>.
ACARA 2014b, General Capabilities, ACARA, retrieved 11 May 2015,<http://www.australiancurriculum.edu.au/generalcapabilities/overview/generalcapabilities-in-the-australian-curriculum>.
ACARA 2014c, Cross-curriculum Priorities, ACARA, retrieved 8 May 2015, <http://www.australiancurriculum.edu.au/crosscurriculumpriorities>.
Carfora, J & Blessinger, P 2014, Inquiry-Based Learning For The Arts, Humanities And Social Sciences : A Conceptual And Practical Resource For
Educators, Emerald Group Publishing Limited, retrieved 12 May 2015, eBook Academic Collection (EBSCOhost).
Gilbert, R & Hoepper, B 2014, Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship, 5th edn, Cengage Learning
Australia, South Melbourne, Victoria.
Melbourne - City Video Guide, 2013, YouTube, Expedia, 3 September, retrieved 11 May 2015, <https://www.youtube.com/watch?v=T1RFAujSCJA>.
Wilson, J & Murdoch, K 2009, Learning For Themselves : Pathways To Independence In The Classroom, Routledge, retrieved 12 May 2015,
<http://reader.eblib.com.au.ezproxy-f.deakin.edu.au/(S(aspxj4mauyc5gmqd0adosuel))/Reader.aspx?p=987983&o=154&u=peOCMq5S
%2fOtRjZh4VxxmAw%3d%3d&t=1431433652&h=DDFABA2C5F8F2100B34D7F41B38DC55233A7D2AE&s=19172134&ut=484&pg=1&r=img&c=1&pat=n&cms=-1&sd=1#>.