UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

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
Key Vocabulary:
Key Equipment/Resources:
Culture
Evidence
Learning Journal
Calculator
Different
Seasons/Seasonal
Timeline
Ruler/Measuring Tape
Time
Calendar
Creation Story Pictures
5.1 This demonstrates my knowledge
Measurement/Measure
Clock
Blank Paper
of formative and summative
Growth
Date
Pencil Cases
assessment through the use of a
Developed
Circular
Blu-Tack
Indigenous
Saint Days
Indigenous Australian Pictures learning journal throughout my
lessons.
Timeline
Star/Zodiac Signs
Vietnamese Story Pictures
Creation
Czech
Paper Plates
World
Indigenous Australian
Czech Clock Handouts
Formed
Birthdays
Indigenous Australian Handouts
Land/Mountains/Valleys
Native American
Lucky Dip Box/Bag
Waters/Sea/Rivers
Egyptian
Everyday items to measure with
Sky/Sun/Moon
Hands
Popsicle Sticks
Story
Method

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.
Science Content Descriptions Relevant to this Unit of Work:
AusVELS Standards Science Curriculum Levels 4 & 5:
Earths surface changes over time as a result of natural processes and
human activity (ACSSU075)

They describe structural features common to living things and

describe relationships that assist the survival of living things.

Science involves making predictions and describing patterns and

relationships (ACSHE061)

They describe situations where science understanding can influence

their own and others actions.

With guidance, identify questions in familiar contexts that can be

investigated scientifically and predict what might happen based on
prior knowledge (ACSIS064)

Students suggest explanations for observations and compare their

findings with their predictions.

Important contributions to the advancement of science have been

made by people from a range of cultures (ACSHE082)

They explain how natural events cause rapid change to Earths

surface.

Scientific understandings, discoveries and inventions are used to solve

problems that directly affect peoples lives (ACSHE100)

Students explain how scientific knowledge develops from many

peoples contributions and how scientific understandings, discoveries
and inventions affect peoples lives.

Scientific knowledge is used to inform personal and community

decisions (ACSHE220)

They organise data into tables and graphs to identify and analyse
patterns and relationships.

Represent and communicate ideas and findings in a variety of ways

such as diagrams, physical representations and simple reports
(ACSIS071)

They suggest where improvements to their experimental methods or

research could improve the quality of their data.

Safely use appropriate materials, tools or equipment to make and

record observations, using formal measurements (ACSIS066)

They have an understanding of historical and cultural contributions to

science.

SESSION 1: MEASURING THE GROWTH OF THE EARTH

Learning Outcome: By the end of this lesson, students will have a greater understanding
of cultural perspectives of how the earth has been formed.
Before the session begins have an empty timeline on the wall.

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.
Ask students how do you think the Earth was formed? (Prior Knowledge).
ASSESSMENT LEARNING JOURNAL: Page 1. Have students answer: how many stories
of creation they know.
(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.

5.4 The following learning journal questions

demonstrate an understanding of developing
students knowledge with before and after
questions which I will then use to interpret and
evaluate students understandings to modify
teaching practice.

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.

5.2 Through discussion this demonstrates my

ability to provide feedback to students about
what they have learnt and they are then able to
respond in their learning journals appropriately.

ASSESSMENT LEARNING JOURNAL: How many stories about the creation of the world do we know now? What have we learnt about OUR views of
different cultures? (Sneaky prompts: were all these timelines the same? Are any of them right or wrong?)
SESSION TWO: MEASURING TIME IN DIFFERENT CULTURES

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.
Learning Outcome: By the end of this lesson, students will have a greater understanding
of how different cultures have observed and interpreted time.
Ask students How can you prove to me what time of the year we are currently in without bringing me a calendar.
Ask students to go outside and get any object from the school grounds (e.g. leaves/jackets) to prove to the pre-service teacher what time of the
year it is.
Students have 5 minutes to find their objects and bring them back. Have a class discussion and come to a conclusion that it is Autumn which
means it must be either March, April or May.
Ask students to mark on their calendar where today might be. They can label their calendar to assist them. (Ask why there are four sections).
Also ask students to mark their birthday on the calendar; ask them what seasonal changes/natural occurrences happen around their birthday?
Whats the weather like on your birthday?
Heres another calendar with the seasons and give students print outs of the Czech Astronomical Clock from Prague. Explain that this clock
was made in 1410 and it tells ancient Czech time; therefore it is from the Ancient Czech culture. Observe and discuss the different features of
the clock/calendar. SEE ATTACHMENTS FOR IMAGES
The Astronomical Clock tells us:
Monthly Illustration Descriptions:
- When the sun will rise
January: the celebration of a birth of a child as the New Year
- When the sun will set
February: a farmer warms his legs by the fire and his wife brings
- Ancient Czech time
firewood (Winter)
- Present-day time
March: the farmer ploughs the field
- The movements of the sun, moon and stars
April: the farmer fastens up the trees
- The current zodiac sign
May: a young man decorates his hat and a maiden collects flowers
- Sun dial
(Spring)
- The day
June: the farmer cuts the grass
- The months
July: the farmer mows the wheat
- The Saint Day
August: the farmer flails the crops
September: the farmer is sowing the seeds (planting)
October: the farmer reaps the grapes
November: cuts down an oak tree
December: farmer kills a pig (big meal? Christmas?)
For the purpose of this activity, just focus on the bottom clock.

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.
Figure out the different elements and where today is; Ask students where they think today would be on their clock. Ask what else is happening
today based on the Astronomical clock and the same for their birthday.Have students write their answers in their learning journal.
(A discussion about European Seasons and Australian seasons may be necessary (as we dont generally need fires to keep us warm in
February). )
If time permits: Present students with the Indigenous Calendar and ask them how many seasons they think there are. Pre-service teacher
leads a discussion about this calendar and students again figure out where today
5.4 The following learning journal questions
might be and their birthdays and see what else they can learn. SEE ATTACHMENT
demonstrate an understanding of developing
FOR IMAGE
students knowledge with before and after
questions which I will then use to interpret and
Key Questions:
evaluate students understandings to modify
Apart from the date, what else can we learn from these calendars? How do
teaching practice.
these calendars compare to our calendars?
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.

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.
Students then come together and compare their answers. (Hopefully they are similar!)
Then, using the cultural tradition of oral language (aka jigsaw teaching strategy), have students share their method with a partner. If time
allows, have students try the new method that they have just learnt from their peer.
ASSESSMENT LEARNING JOURNAL: Refer to the Session Three Page in the Learning Journal. Students should briefly reflect on their learning.
Final Conclusion: Discussion (record in learning journals) about what students have learnt over the past three sessions about different cultures.

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.

Session 1: How was the world made?

My Learning Journal

1) How many stories of creation do you know?

Name: ________________________

None

One

More than one

2) How many stories of creation do you think there are

now?
3) What have you learnt about your views about different
cultures?

How do different cultures help me measure my world?

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.

Session 2: How does the world tell the time?

What have I learnt about today?

My Calendar:

What have I learnt about my birthday?

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.

Session 3: How can we measure?

My object:

What have I learnt?

.

What have I learnt about different cultures?

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:

What do I think/feel about other cultures, their beliefs and

methods of measuring?
Interesting

Silly

Different

Comfortable

Valuable

Weird

Uncomfortable

Confused

Good

Useful

Accepting

Positive

Are there any other thoughts youd like to mention?

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van Beek.

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van
Beek.
SESSION ONE IMAGES
Illustrations:
Catholic
Creation
Story

Illustrations:
Indigenous
Australian
Creation
Story

Illustrations:
Vietnamese
Creation
Story

UNIT PLANNER INDIGENOUS KNOWLEDGE MEASUREMENT AND SCALE

Tayla Corrigan, Breanna Moore, Elizabeth Blackwell, Melanie Gallagher and Hannah van
Beek.
SESSION TWO - IMAGES