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Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.
UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE IN OUR WORLD
Science Overarching Idea:
Year Level:
Sessions:
Date:
Indigenous Knowledge Measurement and Scale
3-4
3
Overall Aims of the Unit:
Teaching Approach Assigned and Short Description:
By the end of this unit, students will:
Despite the time constraints, we hope that students can construct
their own ideas and views about traditional knowledge and the
have a greater understanding that different cultures are
benefits of it.
relevant, whilst maintaining cultural sensitivity and respect
recognise the importance of maintaining aspects of traditional
culture and study the similarities and differences among those Through an inquiry approach, students will learn the value of different
cultures methods and beliefs in relation to their every day life.
cultures
learn that we can use traditional methods in our every day life
Through teamwork and jigsaw strategies, students will encompass the
have a greater understanding of how the Earth has been
traditional methods of oral language to learn from their peers.
formed
have a greater understanding of how time is acknowledged in
Via a Learning Journal, students will be assessed on their formative
different cultures
and summative learning.
have a greater understanding of different cultures measure
1.3 This demonstrates my knowledge of providing
culturally diverse lessons to support students from
cultural, linguistic, religious and socio economic
backgrounds
Key Vocabulary:
Culture
Different
Time
Measurement/Measure
Growth
Developed
Indigenous
Timeline
Creation
World
Evidence
Seasons/Seasonal
Calendar
Clock
Date
Circular
Saint Days
Star/Zodiac Signs
Czech
Indigenous Australian
Key Equipment/Resources:
Learning Journal
Timeline
Creation Story Pictures
Blank Paper
Pencil Cases
Blu-Tack
Indigenous Australian
Pictures
Vietnamese Story Pictures
Paper Plates
Calculator
Ruler/Measuring Tape
1.3/1.4 These highlighted
words show the variety of
cultural backgrounds explored
in this unit.
They organise data into tables and graphs to identify and analyse
patterns and relationships.
(It is expected that at least one student will suggest the Catholic story of Creation. If not, they will be
prompted. If a child mentions another story, listen and draw the steps as they explain it).
Ask students to explain the catholic creation story to the rest of the group, as they explain it, a pre-service teacher will place the corresponding
picture on the blank timeline. Explain this process (and what a timeline is) as you go.
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.
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: Make sure students names are on all their calendars and then pre-service teachers will attach them to their
Learning Journal for evidence (To be returned to students next week).
SESSION THREE: MEASURING OBJECTS IN DIFFERENT CULTURES
Learning Outcome: By the end of this lesson, students will have a greater understanding of the various
measuring methods from different culture.
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.
Final Conclusion: Discussion (record in learning journals) about what students have learnt over the past three sessions about different cultures.
My Learning Journal
Name: ________________________
None
One
My Calendar:
chair
table
doorway
tree
The new method I learnt was from the
____________________culture.
The method I was taught was from the:
___________________culture.
I think these methods were:
Silly
Different
Comfortable
Valuable
Weird
Uncomfortable
Confused
Good
Useful
Accepting
Positive
Illustrations:
Indigenous
Australian
Creation
Story
Illustrations:
Vietnamese
Creation
Story