Author: lobaldo

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Reasons why Chinese migrants moved to Australia

Download full Word version with images: Reasons why Chinese migrants moved to Australia

Goal:

Students will individually and collaboratively engage in the unit of work by designing a series of thumbnail sketches that illustrates a Chinese migrants journey to Australia. Students will sketch multiple images from making inferences on related pieces of information.

Learning Area(s):

  1. History
  2. Design and Technologies knowledge and understanding

Learning Experience focus:

Reasons why people from Europe and Asia migrated to Australia – Australian Curriculum History, 2013

Content Descriptor:

6.2 Identify and explain properties and characteristics of a range of technologies, materials, systems, tools and equipment and evaluate the impact of their use locally, regionally and globally – Australian Curriculum of Technologies, 2013

Cross-Curriculum Opportunities:

  • Asia and Australia’s engagement with Asia
  • Sustainability

Resources:

  • IWB
  • A4 colored cardboard
  • Images of different nationalities
  • Colored pencils
  • S&E books

Key questions:

  • What nationality is this?
  • Where do they live?
  • How do you think these nationalities contribute to Australia?
  • What are the characteristics of both the Chinatown/Australian town?
  • Are there any similarities?
  • What is a journey?

Introduction:

  • Introduce unit of work reasons why people from Europe and Asia migrated to Australia
  • Gain students interest by displaying different nationalities images
  • Further elaborating on images by engaging in THINK, PAIR, SHARE supports students critiquing, exploring and investigating needs and opportunities
  • After THINK, PAIR, SHARE further elaborate on experiences relating to students own personal experiences

Key questions:

How do you think these nationalities contribute to Australia?

Where do they live?

How do you think these nationalities contribute to Australia?

 Body:

  • Introduce concept of Thumbnail Sketches
  • Displaying example of previous thumbnail sketches, engage in class discussion about concept
  • Linking task to learning focus Reasons why people from Europe and Asia migrated to Australia – Australian Curriculum History, 2013 – display Chinatown buildings images
  • Show Chinatown buildings side-by-side with Australian towns
  • Students viewing buildings side by side provides visual aid assistance
  • Engage in class discussion about characteristics and/or similarities between the two countries townhouses
  •  Class discussion continues about the reasoning of Chinese migrants making the journey to Australia – main focus using the 5W’s model to elaborate on discussion
  • After the discussion link focus from 5W’s model and link towards thumbnail sketches
  • Emphasising concept of journey by organising students into pairs to discuss definition of word ‘journey’
  • Students begin doing rough draft of thumbnails – the concept of sequential ordering from thumbnail of sketches

Conclusion:

  • Any thumbnail sketches done ahead must be acknowledged and praised
  • Evaluating should be demonstrated on board for students to understood into text book students are writing on

 

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Mathletics

Subject: Digital and Technologies

Year Level: K-12

Strand: Digital Technologies processes and production skills

Sub-strand: Using digital systems

6.1: Explain how digital systems represent whole numbers as a basis for representing all types of data

Link to the resource: http://www.mathletics.com.au/

Cross curriculum priorities and general capabilities:

  • Literacy
  • Numeracy
  • Critical and creative thinking
  • Information and communication technology (ICT) capability

Links to other learning areas:

  • English (literacy)

A classroom activity using this resource:

This resource is primarily used in the Mathematics learning area. Mathletics can be used as an activity where students further develop their learning abilities in the three content strands:

  1. Number and Algebra,
  2. Measurement and Geometry,
  3.  Statistics and Probability.

The year 5/6 band description in the Australian Curriculum (Technologies ) mentions that students “further develop their skills of defining problems by following the instructions and decisions in their algorithms to detect errors, and making modifications to increase the likelihood of creating working digital solutions”. Mathletics provides opportunities for students to enhance their knowledge and understanding of all content descriptions from Kindergarten to Year 12. If a student needs development on a specific topic, Mathletics provides example questions on that topic for students to answer. Assistance is provided whenever required by showing easy to follow animations of how algorithms are applied to the selected math topic to successfully answer an equation. Students progress is recorded at the end of the set questions posed for evaluation.

How to use this resource:

  1.  Register and purchase a license to use the program which can be found on the homepage. The top of the homepage shows a menu bar and you click ‘purchase’ to begin. Once registered/purchased a license, you are given a login name and password.
  2. The mathematics learning area is categorised by the three content strands, so, whichever topic a student requires work on simply clicks which content strand the topic falls under. The students year level is also chosen so the questions produced are at that level.
  3. Progress is recorded at the end of the set questions asked by giving students a percentage indication of how they went. This is also explained in terminology such ‘needs work’ ‘good stuff’.  If a student is consistently getting questions wrong, Mathletics automatically produces novice questions so it gradually builds students abilities to answer questions confidently.

The resource is great  to implement in the classroom to support for all students abilities.

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Kidblog

Subject: Digital and Technologies

Year Level: K-12

Strand: Digital Technologies processes and production skills

Sub-strand: Using digital systems

6.8: Use a range of communication tools and agreed social protocols when collaborating on projects and creating, communicating and sharing ideas and information online

Link to the resource: http://kidblog.org/home/

Cross curriculum priorities and general capabilities:

  • Critical and creative thinking (CCT)
  • Information and communication technology (ICT) capability
  • Literacy (LIT)
  • Intercultural understanding (ICU)
  • Personal and social capability (PSC)

Links to other learning areas:

  • English
  • History
  • Geography

A classroom activity using this resource:

This resource can be used in the History learning area. One of the content descriptions for Year 5 is ‘The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony.’ (ACHHK096).This content descriptor correlates with the elaboration under the 6.8 sub-strand ‘using a range of tools to share ideas and information, for example participating in secure chat rooms, contributing to wikis and writing blogs to reflect on their learning about the Asia region’. The educator and her/his students could utilise this resource when undertaking a unit of work focusing on this particular descriptor. An example activity would be students will investigate the contributions made by the Chinese migrants on the railways in Palmer River. Students will research the experiences and the contributions made by the Chinese migrants and create a blog post about it to share with the classroom online.

How to use this resource:

Registering to use this resource can be done by visiting the website and clicking the link, located on the top right hand corner of the home page ‘create a class’.

After registering your class, the prompts are self-explanatory and easy to follow. You simply, create a blog according to the number of students you have, and delegating each student their own personal login.

After registering your class, you can then modify the layout of the blog to your preference, Kidblog has several layouts you can choose.

This is a great resource because the educator can overlook every student’s blog post.

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