Phillip Island

Inquiry Question
What is the historical and geographical significances of Phillip Island and how does tourism affect Phillip
Islands economy, what animals are found on Phillip Island and how do they affect the habitat?

Big Ideas

History of Phillip Island who were the traditional land owners? Building of the bridge?
Wild abundance of Animals on Phillip Island including birds, land animals and sea creatures,
investigation about all these animals.
Geographic features and landmarks on Phillip Island, including main tourist attractions

Teaching Proposal
This unit focuses on the history of Phillip Island, exploring the traditional land owners the Bunurong tribe. In
learning about Aboriginal and Torres strait islanders peoples prior to British colonization, students develop
an awareness of the significant roles of Aboriginal and Torres strait islanders peoples in Australian society
( Gilbert, R & Keeley, K, 2004). Through two sequenced lessons, the students become aware that Aboriginal
and Torres Strait Islanders maintain a special connection and responsibility for the land and acknowledge
the contributions of these people groups to Phillip Island (ACARA, 2015)
Through lesson four, students develop geographical and spatial skills through a mapping exercise. Students
begin to use the terminology and concepts associated with geographical thinking such as use of proper
name, giving and receiving directions, judging distances, and describing qualitative information (Gilbert &
Hoepper 2014, pp.274-272).
The students explore the ideas of economics and business through Phillip Islands thriving tourism sector.
Through an investigation activity, the students develop questions to guide their inquiry and gather data,
focusing on the use of resources and how these resources are utilised to meet needs (ACARA, 2015).
Students will become aware that resource allocation and making choices based on consideration of
strengths and limitations affect business, as do factors outside their control (Gilbert & Hoepper, 2014,
p.287).
The following lessons concern the integrated areas of civics and citizenship, and sustainability through
learning about native wildlife and the role of conservation. The lessons are designed to engage the students
in beginning to think about sustainable actions and patterns of living (Gilbert & Hoepper, 2014, p.308).
Students consider the role humans can play in both upsetting and helping to maintain the delicate balance
of the environment. The lessons culminate in a final role-play where the students present their findings as a
park ranger.
Cowes Information
The inquiry unit concludes by
re-addressing
learning intention:
what do
we already
know about
Students
explorethe
thefirst
main
Students explore
Cowes
beach including
the
centre students can
Phillip Island and what do westreet
wantoftocowes
know about Phillip Island?
Students
participate
in
an
excursion
pier, rocks and grass hill
collect brochures and
through Phillip Island where they will be able to physically see, feel and hear what they have been learning
information
about throughout the unit. Students will engage with the town through its information centre, main streets
and beaches. Students will then be given a chance to reflect on their investigations and learning upon their
return from their excursion (Gilbert & Hoepper, 2014 p.49)

Learning Intentions
At the end of this unit students will
understand that:
The history of Phillip Island can be traced back
to the Bunurong tribe
The history of wildlife at Phillip Island
We must look after the native animals that
live at Phillip Island
Tourist is a thriving economy in Phillip Island
What do we already know about Phillip Island
and what do we want to know about Phillip
Island?
Geographic features and landmarks of Phillip
Island.
Investigate the monthly weather on Phillip
Island and compare this with Melbournes
weather

Skills Developed

At the conclusion of this unit students

will be able to:
Identify local places in Phillip Island and
explain their significance
Identify Animals found on Phillip Island
and describe their features.
Navigate their way around Phillip Island
using maps
Record and contrast the weather on
Phillip Island with weather in other
areas of Victoria such as Melbourne

Assessment
KWLEvidence
chart diagnostic assessment on prior
knowledge and student interest
Travel brochures
Peer assessment on the sea creatures
presentation
Students excursion journals will be assessed
by the teacher and also self-assessed by the
students

Australian
ACHHK114,
ACHGK027,
Curriculum

ACHHK116,
ACHHS117,
ACHCS028
ACHHS098,
ACHCS045
ACHHS125,
ACHCK025
ACHHS104
ACHES012
ACHCK027

ACHGK028,
ACHGK029,
ACHGS034,
ACHGS038,
ACHEK011
ACHGS035,
ACHGS042,

Learning Intention: What do we

already know about Phillip Island
and what do we want to know
about Phillip Island?
Activity: Students complete the
first two columns of a KWL chart
What I know and What I want
to know. Students revisit the
chart at the completion of the
unit. Categories to consider:
people, location, climate,
vegetation, animal life, history,
industry and tourism.
Resources: KWL chart
Australian Curriculum:
ACHS117, ACHGS038,
ACHCS028
Assessment: KWL chart
diagnostic assessment on prior
knowledge and student interest

Learning Intention: The history

of Phillip Island can be traced
back to the Bunurong tribe
Activity: The students research
the indigenous history of Phillip
Island using books, computers,
Ipads, the internet, etc. Students
are then given a range of craft
materials to create a piece of art
the reflects the story and values
of the Bunurong tribe. Students
present and explain their creative
artwork.
Resources: Library access (for
book resources), computers,
Ipads, internet access, craft
materials.
Australian Curriculum:
ACHGK027, ACHCK025,
ACHHK114

Learning Intention: The history

of Phillip Island can be traced
back to the Bunurong tribe
Activity: In pairs students
brainstorm how they think the
Bunorong tribe would have
accessed Phillip Island before
1798. The pairs will then become
foursomes where the students
will discuss what vessel George
Bass would have been in when
he discovered Phillip Island.
Students will then discuss how
the island was discovered
between 1798 and 1940.
Students will then look at
pictures of the previous bridge
and the current bridge in their
groups of four students will
construct a replica of one of
these bridges using materials in
the room
Resources: Images of current
and previous bridge, craft
materials,
Australian Curriculum:
ACHHS117, ACHHS125,
ACHHS104

Learning Intention: Geographic

features and landmarks of Phillip
Island.
Activity: Students work in pairs
for this activity, Both students are
given a map of Phillip Island with
grid references on it with many of
Phillip Islands features and
landmarks. One student then
picks a landmark on the map and
their partner has to ask them yes
or no questions to guess the
landmark that their partner has
chosen. , Then they swap over
roles.
Resources: Map of Phillip Island
with grid references and
landmarks.
Australian Curriculum:
ACGS035, ACGS042

Learning Intention: Tourism is a

thriving economy in Phillip Island
Activity: Students choose an area of
Phillip Island to investigate. Students
create a brochure to highlight the
features and promote the area.
Students will include information,
photographs and maps in their
brochure. Students may choose from
the following localities: Cowes, San
Remo, Newhaven, Rhyll, Cape
Wooloamai, Bass Coast and Ventnor.
Resources:
http://www.visitphillipisland.com/cat
egory/explore/destinations/
, computers, Ipads.
Australian Curriculum: ACHEK011,
ACHGS036, ACHES012
Assessment: Travel brochures

Learning Intention: The history

of wildlife at Phillip Island
Activity: Students will create a
timeline of the wildlife history of
Phillip Island. Students will be
provided with several key events
and will match these up with their
corresponding years in
chronological order. Students will
discuss their matches before the
correct answers
Resources:
http://www.penguins.org.au/about
/our-story/our-history/
Australian Curriculum:
ACHHS098, ACHHK116,
ACHHS117

Learning Intention: We must

look after the native animals that
live at Phillip Island
Activity: Students will research
one of the animals or creatures
that reside in Phillip Island.
Students may use nature notes
as their inspiration. Students
construct a three-dimensional
model of their chosen animal or
creature. Students present their
creation to the class with an
explanation of its features and
how we can help to ensure that it
does not become extinct.
Resources: Nature notes http://www.penguins.org.au/conse
rvation/education/teacher-inform
ation/#Naturenotes
, craft naterials
Australian Curriculum:
ACHCK027,ACHCS045

Learning Intention: The history

of wildlife at Phillip Island
Activity: In groups students
choose a sea creature that is
found on Phillip Island or in the
waters surrounding Phillip Island.
students present their findings
about the animal to the rest of
the class. The students pretend
that they are national park
rangers on Phillip Island and they
are presenting information about
the animals to international
tourists visiting Phillip Island, this
is the rest of the class.
Resources- Computers, Ipads,
craft materials
Assessment- Students will be
peer assessed on their
presentation to the class,
students watching the
presentation will be given a rubric
Australian Curriculum:
ACHGK028, ACHGS038

Learning Intention: Investigate

the monthly weather on Phillip
Island and compare this with
Melbournes weather
Activity: Students have data
from
http://www.weatherzone.com.au/cl
imate/station.jsp?lt=site&lc=860
71
which is data about Melbourne's
weather and
http://www.weatherzone.com.au/cl
imate/station.jsp?lt=site&lc=863
54
students will then compare and
contrast this data given and give
reasons why they think there is
differences.
Resources:
http://www.weatherzone.com.au/cl
imate/station.jsp?lt=site&lc=863
54
http://www.weatherzone.com.au/cl
imate/station.jsp?lt=site&lc=860
71

Learning Intention: What do we

already know about Phillip Island and
what do we want to know about Phillip
Island?
Activity: This is an excursion to the
mainstreet and beach in Cowes which
is the main town in Phillip Island.
The bus will drop the students off at the
Cowes information centre where the
students will have time to explore look
at maps and brochures. Students will
then have time to explore the main
street of Cowes before the class
reassembles on Cowes beach and
explores the different features on the
beach such as rocks, sand etc. Take
photos in groups of the whole excursion
will do a journal when they get back to
school using images and resources
collected.
Assessment: Students journals will be
assessed by the teacher and self
assessed by the students
Australian Curriculum: ACHGK028,
ACHGK029, ACHGS034,
ACHGS038,

Australian Curriculum:
ACHGS038, ACHGS037,