EEO410 Learners learning about and for their world Human Disciplines

Inquiry Unit on PLACE

Year Level: 5/6
Duration: 10 weeks
PLACE UNIT TITLE: Melbourne - CBD

STUDENT NAMES: Josh Chamberlain & Caleb Webb

Inquiry Question

Teaching proposal

Melbourne CBD - what does the past, present & future

look like?

Through this unit it is envisaged that students will learn about:

History of the CBD and how that affects us today.
Places & Landmarks that are significant to the CBD.
Businesses within the CBD and what goods and services they provide.

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.

This is important because:

It is part of the curriculum
Inquiry can be used to address all of the above

Ive read something about this in:

Australian Curriculum
Gilbert and Hoepper (2014)
Wilson & Murdoch (2009)
Carfora & Blessinger (2014)

Learning intentions

Key skills

At the end of this unit, students will understand:

1. The boundaries of Melbournes CBD including roads,
streets and lanes within it.
2. The history of the CBD and why it was established
3. Who the prominent figures within the CBD are.
4. The places of significance within the CBD
5. How to identify a future problem for the CBD and find a
solution.
6. How the Chinese community impacts the CBD.

At the conclusion of this unit students will be able to:

Navigate from one place to another within the CBD.
Identify key landmarks and the significance they have within the CBD.
Investigate the CBDs history from 1835 - present.
Understand the influence that some prominent figures have had in establishing
and developing the CBD.
Predict a future problem for the CBD and suggest ways to prevent it now.

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

Australian Curriculum areas covered in this inquiry unit related to Humanities

Discipline

History

Geography

Economics &
Business

Knowledge & Understanding

The impact of a significant development or
event on a colony; for example, the gold
rushes, internal exploration, the advent of rail,
the expansion of farming, drought.
The influence of people, including Aboriginal
and Torres Strait Islander Peoples, on the
environmental characteristics of Australian
places

code

Skills

code

Sequence historical people and events

(ACHHS098)

Locate information related to inquiry questions in a

range of sources

(ACHHS102)

(ACHHK095)

(ACHGK027)

The influence people have on the human

characteristics of places and the management
of spaces within them

(ACHGK029)

The reasons businesses exist and the different

ways they provide goods and services

(ACHEK011)

Interpret geographical data and other information

using digital and spatial technologies as
appropriate, and identify spatial distributions,
patterns and trends, and infer relationships to draw
conclusions
Represent the location and features of places and
different types of geographical information by
constructing large-scale and small-scale maps that
conform to cartographic conventions, including
border, source, scale, legend, title and north point,
using spatial technologies as appropriate
Apply economics and business knowledge and
skills in familiar situations

(ACHGS044)

(ACHGS036)

(ACHES015)

Civics &
Citizenship

Why people work in groups to achieve their

aims, and how they can express their shared
beliefs and values and exercise influence

(ACHCK027)

Develop questions and gather a range of

information to investigate the society in which they
live

(ACHCS040)

CROSS CURRICULUM PRIORITIES

Organising ideas

Indigenous

code

N/A

Organising ideas

code

N/A

Asia

Australians of Asian heritage have influenced

Australias history and continue to influence its
dynamic culture and society.

OI.8

Sustainability

Actions for a more sustainable future reflect

values of care, respect and responsibility, and
require us to explore and understand
environments.

OI.7

GENERAL CAPABILITIES
Literacy

Students listen to, read, view, speak, write and

create oral, print, visual and digital texts, and
using and modifying language for different
purposes in a range of contexts.

Numeracy

Students recognise and understand the role of

mathematics in the world. Specifically linked in
mapping and sequencing dates.

(ICT) capability

Involve students in learning to make the most

of the digital technologies available to them,
adapting to new ways of doing things as
technologies evolve and limiting the risks to

Personal and social

capability

Students develop personal and social capability as they

learn to understand themselves and others, and manage
their relationships, lives, work and learning more
effectively

Ethical understanding Build a strong personal and socially oriented ethical

outlook that helps them to manage context, conflict and

uncertainty, and to develop an awareness of the
influence that their values and behaviour have on others.

Intercultural
understanding

Learn about and engage with diverse cultures in ways

that recognise commonalities and differences, create
connections with others and cultivate mutual respect.

themselves and others in a digital environment.

Critical and
creative
thinking

Require students to think broadly and deeply

using skills, behaviours and dispositions such
as reason, logic, resourcefulness, imagination
and innovation in all learning areas at school
and in their lives beyond school.

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)

Stage 2: ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

Learning intention: Activity & Resource
1

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

Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?

Concluding, reflecting on and responding to the inquiry
Learning intention: Activity & Resource
6

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)

Images (taken on Field trip)

OI.7

OI.8

Flinders Street Station: The hub of the

Melbourne CBDs public transport
network. This is one of Melbournes
oldest buildings/place of significance.

Parliament House: Students should

identify its role in decision
making/politics.

China Town: Represents much of the

multi-culturalism seen in the CBD. It
was established only 20 years after
Melbourne was settled because of the
Gold rush in 1854.

City Circle Tram: Has Tourism

information on board and gives
students FREE travel within the city.

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#>.